I think that framing cold-calls as a part of a collaborative process is a great touch. Students are less likely to think ‘why me?’ and realise that everyone is working together to come up with the answers, questions and participation the teacher is looking for.
Like all behaviours, the paper rightly states that their participation shouldn’t be demanded or expected. We teachers have to foster the responses we’re looking for. I do this by prepping lots of my quieter students before a task with a quiet word of encouragement, usually based on the fact that I’ve seen them speak well/share good knowledge on the topic before.
I agree with Jack! Framing them as a group activity rather than isolating individuals is much more inclusive.
Some adults still find it daunting to speak in front of a room full of people, don't they? So it's unfair for us to expect children to do this after cold-calling them. This is why the collaborative approach is so useful! It reduces the threat and challenge of cold calling.
Here is my AI generated comment for your AI generated article:
Cold-calling shows that context is everything—one student’s ‘collaborative moment’ is another’s ‘pop quiz panic.’ The real challenge: how do we turn these moments into invitations to think, not just to survive?
I think that framing cold-calls as a part of a collaborative process is a great touch. Students are less likely to think ‘why me?’ and realise that everyone is working together to come up with the answers, questions and participation the teacher is looking for.
Like all behaviours, the paper rightly states that their participation shouldn’t be demanded or expected. We teachers have to foster the responses we’re looking for. I do this by prepping lots of my quieter students before a task with a quiet word of encouragement, usually based on the fact that I’ve seen them speak well/share good knowledge on the topic before.
I agree with Jack! Framing them as a group activity rather than isolating individuals is much more inclusive.
Some adults still find it daunting to speak in front of a room full of people, don't they? So it's unfair for us to expect children to do this after cold-calling them. This is why the collaborative approach is so useful! It reduces the threat and challenge of cold calling.
Here is my AI generated comment for your AI generated article:
Cold-calling shows that context is everything—one student’s ‘collaborative moment’ is another’s ‘pop quiz panic.’ The real challenge: how do we turn these moments into invitations to think, not just to survive?