Date of Award

3-2006

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

Effective questioning techniques and the use of effective wait time can create a learning environment where all students are encouraged to process information and feel comfortable sharing their opinion. The root of reflective thinking lies in asking good questions and knowing how to ask them and when to ask them. Good questions create classroom interaction which has been found to promote student achievement. However, in our fast-paced classrooms, teachers tend to dominate discussions and often answer their own questions. This is where the effective use of wait time can be so crucial in establishing an atmosphere of inquiry – not inquisition. Too many students are left out or unengaged from the classroom because of the types of questions that are posed and the lack of waiting for responses.

Wouldn’t it be great if students discussed the material in class and were actively involved in their own learning? I believe that reflective thinking can occur in the high school classroom with just a few changes: teachers asking better questions and waiting an appropriate amount of time for the students’ response. If reflective thinking increases student achievement, then students will be able to go beyond “textbook” thinking and cultivate deeper and more creative thinking that will produce success inside and outside of the classroom.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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