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Teacher models prompts and body language

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методы обучения Дадли

No hands-up questioning
Wait time after a pupil response
Using wrong or partially correct answers to prompt responses

Teacher models prompts and body language
to encourage continuation
Use of body language or verbal prompts to
encourage pupils to develop their answers. For
example ‘Go on…’ or nodding when the pupil
stalls. By making these explicit the intention is
that pupils adopt similar strategies in their
group dialogue
No hands-up questioning
Teacher selects the pupil who will respond to a
question, i.e. they are conscripts rather than
volunteers. By watching pupils’ body language
it is often possible to identify those who have
ideas to contribute.

Peer discussion
Teacher prompts dialogue, often via a
question, to enable peer interaction to support
learning. The opportunity to discuss ideas
within pairs or small groups helps pupils
articulate and check ideas before they reveal
their group’s answer to the whole class.
Answers are better formed through the group
talk.

Cues and prompts
Teacher uses gestures or short phrases to bring
pupils into the dialogue, e.g.
‘Does anyone
disagree?’
or
‘Who can help us to think this
idea through?’

Pausing to scan or survey
The teacher stands back to take stock of the
learning across the class. This enables them to
quickly assess what the pupils can do, can
partially do or can’t do, and to adjust the
teaching in response.
Wait time after a pupil response
Pupils are given time to reflect on a peer’s
response to a question. This enables them to
check whether they understand it and to
formulate a further response which builds on
what has been said.
Using wrong or partially correct answers to
prompt responses
Teacher models not being sure about what the
right answer is, i.e. teacher seen to take risks
and be vulnerable,
or
teacher helps pupil
unpick thinking leading up to partially correct

93
response and asks others to challenge or
support each step.

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