Wait time and development of vocabulary skills

Summary

Existing Knowledge:

·   We already know that asking open-ended questions is important for language development in young students.

·   Self-regulated learning with scaffolds (supports) is effective for learning.

New Insights from this Study:

·   This research focuses on the importance of "wait time" - the amount of time teachers allow students to respond to open-ended questions.

·   The study suggests that giving young students more wait time (beyond a few seconds) allows them to formulate thoughtful responses and use more precise vocabulary.

Putting Research into Practice:

·   Teachers should incorporate wait time after asking open-ended questions in class.

·   This allows students more time to process the question, think of a response, and choose their words carefully.

·   By providing wait time, educators can create a more effective learning environment that fosters language development and vocabulary skills in young students.

Story Version: The Power of Pause: A Story About Wait Time

Ms. Lee began to notice something. Often, when she posed a question, the first few hands shot up eagerly, while others seemed hesitant. The answers, though enthusiastic, were often short and simple. Intrigued, Ms. Lee decided to experiment. She remembered reading about something called "wait time." It was the simple act of pausing after asking a question, giving students more time to think before responding. Skeptical but hopeful, she started incorporating wait time into her lessons.

At first, the silence was deafening. The eager hands seemed to freeze, and the classroom was filled with expectant looks. But as the seconds ticked by, something magical happened. More hands slowly began to rise. When students finally spoke, their answers were longer, more thoughtful, and often included richer vocabulary. Just as Ms. Lee had read, the research was accurate.

Moreover, Ms. Lee noticed another positive change. Her questioning style evolved. With more time to process student responses, she began asking follow-up questions that encouraged further exploration and critical thinking. The classroom atmosphere shifted from rapid-fire questioning to a more thoughtful and engaging dialogue.

As the weeks passed, the benefits of wait time became increasingly evident. Students' vocabulary expanded, their confidence grew, and their ability to articulate their thoughts improved significantly. The classroom transformed into a vibrant community of learners, where everyone felt valued and encouraged to share their ideas. Ms. Lee realized that by simply pausing and allowing students the time to think, she had unlocked a world of potential. Wait time was no longer just a research finding; it became a powerful tool in her teaching arsenal. It was a reminder that sometimes, the most effective teaching happens in the quiet moments of reflection.

Reference:

Article Title: Why Wait? The Importance of Wait Time in Developing

Young Students’ Language and Vocabulary Skills

Authors: Barbara A. Wasik, Annemarie H. Hindman

Journal:The Reading Teacher   Publication Year: 2018