When a teacher asks the class a question, framing and context matters: in some classrooms, asking for the right answer could be emphasizing performance over learning–displaying competence (and confidence) rather than gaining it.
Jim Dillion, director of the Center for Leadership and Bullying Prevention, offered several ways in which a teacher can put the learning back into these types of questions. One way to do this is by re-framing the question from a right vs. wrong structure to a more open-ended format: by placing the expectation on trying rather than being correct, teachers can reduce the anxiety and fear in students’ minds when responding to questions. When the anxiety of being right is removed, students are free to take more risks–and can help them learn more.
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