I recently came across some interesting info about a study on teacher feedback by Wong and Waring (2009). A big thanks goes out to Susan Finn-Miller and the LINCS assessment discussion group for sharing this resource!
The study suggests that when a student answers a question correctly and the teacher then quickly moves on, other students who may still have questions are reluctant to speak up thinking they’re the only ones who don’t understand. The researchers recommend teachers hesitate even when a student gives a correct response, and then ask the student who gave the correct answer to explain their thinking. This pushes the person who answered correctly to verbalize their thinking, and at the same time gives the students who still have questions more time and information.
I also wonder if hesitating also opens up the class to extended verbal interactions and sets a classroom atmosphere that encourages discussion even more. What do you think?
If you want to get a hold of the study, here’s the reference: Wong, J. & Waring, H. Z. (2009). ‘Very good’ as a teacher response. ELT Journal 63(3).
I found out about this study on LINCS. Do any of you follow the discussions on LINCS? LINCS is an initiative of the Dept. of Ed. to support adult literacy teachers. They have active online discussions on 16 topics covering everything from Adult Language Learners to Technology and Career Pathways. They also have a resource collection, online courses and training, and regional PD centers that off in-person trainings. Check them out at http://lincs.ed.gov/.