Teaching and learning Gem #16 – questioning for neurodiversity, the miracle of the pause.
This comes from Isabelle Alexander, thinking about the experience of class questioning for neurodiverse students.
- Isabelle says that these students have been used to working at their own pace during lockdown, and are finding the speed of lessons on return to school a challenge. When ‘cold called’ to answer a question they freeze and feel the attention is sharply on them.
- Her top tip is, “It’s not how you question, it’s how you let them answer.”
- It is essential to give all students time, but especially those with those with slow processing.
- Formulate a rigorous question, and tell students “I don’t want any thoughts about this for 3 minutes”. Allow students to collate their thoughts in any way – jot down bullet points, draw diagrams, do a mind map, or just sit and think. By saying ‘thoughts’ it shows that you are no expecting a ‘right’ response and encourages students to be exploratory who might otherwise be anxious.
- The educational researcher John Hattie says that teachers well know which students do or do not know the answers and they “use this [knowledge] about whom to ask to maintain their flow of the lesson. Students are given, on average, one second or less to think, consider their ideas, and respond (Cazden, 2001): the brighter students are given longer to respond than [others]” and thus those students who most need the wait time are least likely to get it. Let’s break that trend!
- In addition, writing the question on the board will help those students stay focused on track. It reduces their cognitive load, freeing up their working memory to consider a response to the question.
Giving significant pauses before getting answers is effective because:
- It allows neurodiverse students and those with slower processing to think and be in a position to share: it facilitates participation from all learners.
- It reduces “I don’t know” answers.
- It builds students’ confidence and reduces anxiety.
- It increases the number of speculative responses.