
Engagement	Representation	Action & Expression
Stop & Wait Time Purpose: Engaging & Participating Learners need at least three seconds to comprehend a question, consider the information, formulate an answer, and begin to respond. On average, a teacher allows less than one second. Stop & Wait Time encourages instructors to pause during their instruction. Stop & Wait Time is designed to: Promote higher-level and longer responses from learners; Increase engagement as learners have time to process their thinking and consider their response before being called on; Promote greater sense of calm and well-being; and Maintain learners’ focus. Procedure: 1.Call for everyone’s attention. 2.Wait a few extra seconds (about five) until that time when you really could hear a pin drop. 3.Say your instructions or ask a question calmly and clearly. 4.Stop and wait again to provide processing time before moving on or asking for a response. ALTERNATIVES If you find yourself spending a lot of time on PowerPoints, lecturing, or writing on the whiteboard, add a reminder in your notes to periodically stop writing or lecturing, turn towards your audience, and wait (either for learners to catch up or ask questions). Think Time: After asking a question, wait at least 7 seconds before calling on someone to answer. Supporting Research: Gonzalez, J. (2017, March 04). A 5-Second Solution for a Talkative Class. Retrieved from https://www.cultofpedagogy.com/5-second-solution/ Naz, A., Khan, W., Khan, Q., Daraz, U., & Mujtaba, B. G. (2013). Teacher’s questioning effects on students communication in classroom performance. context, 4(7). Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up!. Journal of teacher education, 37(1), 43-50. Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987). Using the pause procedure to enhance lecture recall. Teacher education and special education, 10(1), 14-18. Stahl, R. J. (1994). Using" think-time" and" wait-time" skillfully in the classroom. ERIC Clearinghouse.	Just-in-Time-Teaching (JiTT) Purpose: Engaging, Clarifying, & Informing JiTT solicits ideas that learners are confused about and addresses those concepts in class. JiTT is designed to: Focus on pre-class material; Reduce attrition and improve learner preparation; Promote thinking habits by emphasizing corrective feedback; Respond to the misconceptions revealed by learners’ electronic responses to questions; and Identify learners’ strengths, weaknesses, and learning styles to maximize efficacy in the classroom. Procedure: 1.Using Canvas, post conceptual questions that address a topic of interest. Ideally, this question(s) should have multiple correct answers. 2.Ask learners to respond before attending class. 3.Before class (Just-in-Time), review the responses. 4.Choose learner responses that represent different viewpoints (whether the reasoning is correct or not). 5.Make slides of these question/answer relationships and discuss them during class. 6.Highlight important parts, reinforce correct information, and provide feedback on incorrect reasoning. Supporting Research: Marrs, K., Novak, G. (2004). Just-in-Time teaching in biology: Creating an active learner classroom using the internet. Cell Biology Education, 3(1): 49–61. Simkins, S. (2009). Just-In-Time Teaching. Retrieved from https://jittdl.physics.iupui.edu/jitt/ Sullivan, C. S., Middendorf, J., & Camp, M. E. (2008). Engrained study habits and the challenge of warm-ups in just-in-time teaching. The National Teaching and Learning Forum, 17 (4), 5-8.	Minute Paper Purpose: Classroom Assessment Technique (CAT) Minute Papers have a focused question that can be answered within a minute (or two). Responses to these inquiries should be quick and based on student opinion. Minute Papers are designed to: Summarize and capture learning; Identify further learning interests and needs; Influence teaching adjustments; and Support learners in reinforcing and/or assessing the extent to which they understand the material. Procedure: 1.At the end of class time, unit, and/or module ask learners to independently respond to: "What was the most important thing you learned?" "What important question remains unanswered?“ 2.Provide learners 1-2 minutes to write their responses on scratch paper and submit them. 3.Collect the CAT to inform your teaching and to clarify, correct, or elaborate in a follow-up. ALTERNATIVE Have learners post to a discussion board. In a synchronous (live) online class, learners can write on a whiteboard. Use a shared (open for anonymous responses) Google document to collect responses. Supporting Research: Angelo, T., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass Publishers. Panitz, T., & Panitz, P. (1999). Assessing Students and Yourself Using the One Minute Paper and Observing Students Working Cooperatively. Stead, D. (2005). Active Learning in Higher Education, 6(2): 118-131.