Think Time 2 is also a true gift for
teachers committed to using questioning as a check for understanding.
As shown in Figure 1, Think Time 2
gives teachers time both to evaluate
whether a student’s response is correct
and complete and to choose their
next instructional move—whether to
pose a follow-up question (that will
clarify, scaffold, or extend the student’s thinking); redirect the question
to another student; or consider
reteaching. Without this time to think
about a student’s response, the teacher
may by tempted to provide the correct
answer or keep fishing for it from
another student.
Think times, particularly the
second pause, are equally important
to facilitate the kind of deep student
listening that’s required for students’
engagement in a productive discussion. When students take time to
think about one another’s comments,
they’re better able to understand and
appreciate different perspectives and
ask questions to get behind peers’
thinking (Walsh & Sattes, 2011, in
press).
Scaffolds to Support Change
Although pausing in questioning may
seem to be a relatively simple act,
long-established classroom patterns of
interaction are difficult to interrupt.
Change involves committing to new
behaviors that run counter to traditional classroom cultures.
Teachers must first believe that
using these pauses will enhance
student learning. Equally important,
they must partner with students to
experiment with and practice these
new behaviors. When committing to
this journey, consider scaffolding new
behaviors with these strategies.
Use signs and signals.
You might create wall posters or
anchor charts that display the new
expectations. Use these visual aids to
introduce new expectations. Physical
signals during the questioning and
responding process function as real-time reminders for students of the
need to pause and think instead of
waving their hands or blurting out an
answer.
A simple, two-sided sign shaped
like a stop sign is a teacher favorite.
After asking a question, the teacher
displays the red side that says “Stop
and Think” for three to five seconds.
After a student is called on, the
teacher flips it to the green “Listen and
Learn” side and keeps it raised until
several seconds after the student stops
speaking. Some teachers use hand
signals to remind students to respect
the pauses.
Be intentional and
promote reflection.
Intentionality is essential to establish
new patterns. When teachers
explicitly state their expectations for
how to use think times, students are
more likely to learn these new practices. Teacher modeling, reinforced by
sharing one’s feelings and thoughts,
can be particularly powerful.
For example, a teacher might say,
“It was very difficult for me to pause
following Susan’s response. I wanted
to jump in and add to her thinking. I
remembered, however, that I needed
to give her the chance to complete her
thoughts—and she did! In fact, she
Think about what he or she is
saying
Add to the answer—either by pro-
viding additional information or by
taking the thinking to a different
level
Correct erroneous information or
errors in logic
Pose a question about something
that is puzzling
Listen to understand the thinking
behind the student response
Compare the student response to
both the knowledge and cognitive
requirements of an “acceptable”
answer
Decide on the next “move”—
( 1) posing a follow-up question to
responder; ( 2) calling on another
student to agree or disagree and
provide rationale; ( 3) stopping and
reteaching
Listen to understand the responding
student’s answer
Compare the answers they had in
their minds to that offered by the
responding student
Assess their own answers and that
of the responding student and get
ready to agree or disagree with the
response given and to provide a
rationale
Form a question to ask of the
responding student or of the
teacher
