Students must be frequently redirected toward group goals. Some students must be encouraged to participate. Students are insensitive to cognitive levels and feelings of others. Students do not work toward groups goals, or actively work against them. Even with prompting students fail to participate in group interactions.
Students disregard cognitive levels and feelings of others.
The appropriate wording, pacing, and scattering of questions and replies to student answers will strengthen student learning in K-4 classrooms. Questioning, with student replies, is a prevalent component of classroom instruction. There is much research on types and frequency of classroom questions but little on the relationship of how teacher questions effect student achievement. But in the research that exists, there are clear patterns that emerge. Planning insures that learning moves forward and accessing prior knowledge builds links to learning.