Wait time after a teacher question

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	response and asks others to challenge or
	support each step.
Using group discussion strategies	Acknowledge when pupils demonstrate
Teacher employs strategies such as envoying,	effective dialogue
rainbow groups, jigsawing and snowballing to	Teacher explicitly comments on the features of
structure group work so that dialogue remains	effective dialogue where they occur.
focused and ideas from pupils are effectively
shared across the groups.
Models interest and enthusiasm	Varying length of wait time.
Teacher models respect for others’ points of	The length of wait time is adjusted according
view by reflecting on them and exploring	to
them, or models a positive response to sincere	the importance and level of challenge in the
‘off the wall’ comments, or is excited about a	question – for example, from a few seconds for
good response.	thought to longer pauses of a few minutes for
	reflection or discussion.
Negotiating whether answers are right or
wrong and why
Teacher invites a vote on a reasoned response,
or crystalises the views of two camps to help
focus further discussion, or constructively
challenges points raised by providing an
alternative argument
or perspective.

The formative use of summative tests

• 
  Pupils should be engaged in a reflective review of the work they have done to enable them to plan their revision effectively.
  

• 
  Pupils should be encouraged to set questions and mark answers to help them, both to understand the assessment process and to focus further efforts for improvement.
  

• 
  Pupils should be encouraged through peer and self-assessment to apply criteria to help them understand how their work might be improved.
  

• 
  Summative tests should be, and should be seen to be, a positive part of the learning process.
  

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