Use wait time and useful feedback
See this course’s project requirements
A 15-minute peer-tutoring plan with a learning goal, error diagnosis, hint ladder, feedback script, transfer check, and evidence log.
Keep your working files in your own notebook or software. Save a private description, checklist, and work link in My Proof.
What to include
- Define the academic goal and an independent-work boundary.
- Distinguish the concept error from the arithmetic slip.
- Provide a three-level hint ladder and specific feedback script.
- Check the new task and document any support used.
- Assemble a timed session plan, evidence log, and next step.
Review and revise
Use these criteria to check your work and choose what to improve.
- Prompts address the observed misconception.
- Hints preserve a meaningful task for the learner.
- Feedback names actions and respects processing time.
- The log distinguishes assisted performance from independent transfer.
Want more background?
The idea in everyday life
In a fictional tutoring transcript, tutor asks “What is $12 divided by 8?” After one second the tutor answers “1.50” and adds “You need to be quicker.” Reset: Sam will think for six seconds and then say “$1.50 per item because 12 ÷ 8.” A pause length is a practice choice, not a universal rule.
Silence can be productive; feedback should name the work rather than judge the person.
Use wait time and useful feedback: guided practice
Silence can be productive; feedback should name the work rather than judge the person.
Use paper or a free local text editor. This is an original fictional practice case; do not submit its records to a real service. Start this lesson with these facts, even if an earlier variation changed them. In a fictional tutoring transcript, tutor asks “What is $12 divided by 8?” After one second the tutor answers “1.50” and adds “You need to be quicker.” Reset: Sam will think for six seconds and then say “$1.50 per item because 12 ÷ 8.” A pause length is a practice choice, not a universal rule.
1. Spot the interruption
Mark where the tutor ended Sam’s chance to think.
You should see: The tutor supplied the answer after one second.
A rapid answer can hide whether the learner had a workable approach.
2. Rewrite the pause
Say that thinking time is welcome, then allow the supplied six-second pause.
You should see: Take a moment; I will wait while you work it out.
Explicit permission reduces pressure to answer immediately.
3. Give specific feedback
Respond to Sam’s successful explanation with the visible action.
You should see: You divided dollars by items and kept the unit as dollars per item.
Specific feedback identifies what to reuse.
4. Choose the next check
Ask Sam to compare $10/5 items with $9/3 items after another thinking pause.
You should see: Expected: $2 versus $3 per item; first pack is cheaper per item.
A new comparison checks application beyond one repeated division.
What to finish
Use wait time and useful feedback record with the worked decisions and changed-case check.
Watch for this
Treating response speed as understanding or filling every pause.
How can I tell I understand it?
Allow thinking time and give feedback tied to a visible step. Explain the evidence behind the result and correct any mismatch.
Quick knowledge check
Answer all 3 questions. Get at least 2 right and the lesson completes automatically.
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Pass the check. We’ll save the progress.
Answer all 3 questions above and get at least 2 right. You can review the explanations and try again.
Go to the knowledge checkOptional course overview video · same video as Lesson 1
Questioning Techniques in the Classroom | Kathleen Jasper
From Kathleen Jasper. Watch here or open it on YouTube .
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Source & access notes · checked 2026-09-12
Inspected single meaningful questions, response time, and opt-out considerations.
Access: Public page or PDF inspected without payment or institutional sign-in on September 12, 2026. Optional external accounts are unnecessary for this course.
Reuse: Link and original paraphrase only. Public access does not grant blanket reuse; no provider text, figures, or exercises are reproduced.
Source & access notes · checked 2026-09-12
Inspected classroom considerations and evidence for allowing processing time.
Access: Public page or PDF inspected without payment or institutional sign-in on September 12, 2026. Optional external accounts are unnecessary for this course.
Reuse: Link and original paraphrase only. Public access does not grant blanket reuse; no provider text, figures, or exercises are reproduced.
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