The world of best practices for engagement strategies has evolved. Sadly, not all teachers were on board when it changed. Some still cling to what worked “back in the day” because it’s comfortable. Students today aren’t the same as the students of yester-year and it’s time we fully embrace that knowledge.
Student Engagement: What’s Changed?
Some might argue that the great pendulum of education has simply swung the opposite direction for a season. They tend to wait and hope that what is currently not best practice will soon be back as the “in” strategy upon the return of said pendulum.
Breaking news! The pendulum IS NOT COMING BACK on this one. This isn’t just a passing fad or trend, the makeup of our students’ brains today is vastly different than those of the past. Technology is part of them, and the way they learn is different. In the past (or for some, still today) teachers would talk for nearly 35-50 percent of the time and firing off an average of 1-3 questions per minute! (Corley and Rauscher, 2013). So, if a teacher taught for 20 minutes on this model, they would, in theory, ask approximately 60 questions.
Engagement Through Questioning
Questioning is important, and one of the best ways to engage, but, that amount is far too much in that span of time for most lessons. Amber Lamprecht, the founder of The Literacy Center, said it best, “The teacher is doing their job and [is] delivering the required lesson, but if the classroom [isn’t] engaged, what’s the point?” What IS the point?
Just because a teacher is asking questions doesn’t mean the students are truly engaged- nor that ALL students are engaged at any level.
So, How Do I Engage Students Through Questioning Without the Overkill?
There are three levels of questioning, Level 1, Level 2, and Level 3, with Level 3 being the target level to sustain a lesson in. Lets’ look at each level briefly.
Level 1 Questions
Level 1- This is the level where you have four of five students who answer all the questions in your class. You have come to expect them to answer, and are almost relieved when they raise their hand. They validate your lesson and your feeling of success in the lesson. These few students have trained you to call on them. This is a “Danger Will Robinson” level because you are not aware that you have failed to engage a majority of your class.
Level 2 Questions
Level 2- When in Level 2, teachers go on fishing expeditions with their questions. They ask a question and then call on student after student until they get the answer they are seeking, aka “the right answer”. This level also includes the use of name sticks where you draw a stick and call out that student’s name to answer. Here also is the wave of raised hands anxious to answer. Or maybe it’s that same four or five students from level 1…
Level 3 Questions
Level 3- Here the teacher employs the strategy of wait time after a question- and not just any question, a question that isn’t answered with a simple yes/no, or 1-2 word answer. These teachers know to wait for at least 15 seconds if needed.
Little Known Fact: Most teachers wait only 0.7 to 1.4 seconds before answering the questions, rewording the question, or calling on another student (Stahl, 1994) Most students require 1 to 10 seconds to process the question depending on its complexity and clarity. It’s easy to see the disconnect between what is happening and what should be happening.
Teachers in level 3 also know that they must require all students to answer most of the questions. This requires engaging the students in some sort of activity/movement.
How do I Improve My Ability To Engage Students?
Well, if you are asking yourself that question, then you are ready to take the next step. To help you get started, I have created a 3-Step Activity to get you started. (Download it for free from the Subscriber’s Perks page)
Step 1- Gather Data
The first step requires you to have a trusted teacher friend or administrator gather data for you as you teach a lesson. Explain to them what a Level 1, Level 2, and Level 3 question entails so you get accurate data.
Also, ask them to jot down your approximate wait time after asking a question. In
You may want to ask them to drop in without telling you when they will be there. This will provide a more accurate capture of your lesson rather than a precalculated lesson in which you make efforts to teach differently.
Step 2- Teacher Reflection
Step 2 is the teacher reflection piece. This is the most difficult part of the activity when done correctly. This step should also be done immediately after the observation, or as soon as possible so you remember as much detail of the lesson as possible. Be brutal with yourself.
Normally we avoid this, but today is not the day to hold back. Include your thoughts about how the lesson went in regards to each level of question used. Also, note your wait time and the students that were called on. Also, note what activities you used if you engaged the whole class at any point.
Step 3- Improve Practice
Step 3 is the growth part of the activity. After your reflection, review the description under each level
Final Thoughts on Engagement Through Questioning
Reflecting on best practices is something that high performing teachers do often. It is one of the many factors that Hattie tells us will improve student performance (0.75 effect size, with 0.4 being a full year of growth).
We we aren’t willing to reflect and adjust our teaching practice to meet the needs of today’s students, we really have no business being in world of education. But, most of us went into teaching to do what is best to help students learn- and that means we are flexible and resilient.
So, gather your data, reflect on your practice, and make the changes you need to help your students succeed- and it all starts with engaging your students.
This is the first in a series of posts related to student engagement.
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