Wait.For.It. (Cognitive Wait Time in a Rapid-Fire World)

Wise Solomon related in the book of Ecclesiastes that there is “a time to keep silence and a time to speak” (Ecclesiastes 3:7b, ESV). Of course, God – the Creator of all life – inspired Solomon to pen these words. God knows that our minds require both input and output, and the timing of each is essential.

In the educational community, we now know that “wait time” is a critical part of learning in a classroom environment. Instead of reacting to the first hand that is raised and disrupting the thoughts of many, a teacher is wise to allow at least a few seconds of reflection before anyone responds aloud to a question. Marilee Sprenger (2005, 43) says, “Offering students the opportunity to have just a few seconds to respond can give them enough reflective time to access prior knowledge, evaluate what has been said, and formulate an appropriate response.” In order for our brains to make meaningful connections and process new information, we need time. Students who do not receive enough time to mentally process are clearly at a disadvantage. In fact, all students will probably benefit from knowing they will not face unrealistic pressure to respond to a question. For, when we are nervous, we are less likely to think clearly.

Speaking of nervous, our Lord Jesus took time to instruct His disciples on the topic of unnecessary anxiety. When He did, He encouraged His followers to ponder. He said, “Consider the ravens; they neither sow nor reap, they have neither storehouse nor barn, and yet God feeds them. Of how much more value are you than the birds! And which of you by being anxious can add a single hour to his span of life? If then you are not able to do as small a thing as that, why are you anxious about the rest?” (Luke 12:24-26, ESV)

Notice above that Jesus told the disciples to consider the ravens. The Greek behind this word implies they were to observe, understand, consider attentively, or fix their mind upon the concept. He takes a familiar concept – the feeding of birds – and asks the people to pause and consider what this might have to do with God’s provision for people. In other words, one thing Jesus was doing was prodding the disciples to connect prior knowledge to a new presentation. As Sprenger (2005, 40) notes, “Keep in mind that active working memory allows us to hold onto incoming information while our brains search long-term memory for patterns or connections that it recognizes.” Jesus beautifully drives home a commandment not to worry with a tangible example of common birds (thereby incorporating the stimulating realm of emotion) and asks His listeners to take time to consider the connection.

We are further fascinated by the fact that Jesus – after encouraging a time to ponder – then asks three questions. He probably did not mean for these questions to be answered directly, as we have no record of a response. Nonetheless, he encourages the disciples to once again think. We cannot know for sure, but we can imagine that Jesus most likely paused after each question to give His frail, human learners time to digest. I know that my own mouth falls agape after reading each sacred question on the printed page as I realize the impact on my own life!

In a rather famous chapter, the Psalmist says, “I will meditate on your precepts and fix my eyes on your ways” (Psalm 119:15). The word meditate here denotes musing and pondering. We are to take the precepts of God and silently think on them in a meaningful way. Also wrapped up in the Hebrew word here is the idea of talking, singing, and speaking of the concept. Interestingly, God encourages time for meditation and rehearsal.

Finally, we see Jesus stimulate personal pause and consideration with His disciples when He outright asks them, “Who do people say that the Son of Man is?” (Matthew 16:13b) His friends have no problem reciting the thoughts of the crowds as they reply, “Some say John the Baptist, others say Elijah, and others Jeremiah or one of the prophets” (Matthew 16:14). Answering this question was easy, as it is a simple observation. However, Jesus – not allowing the disciples to be satisfied with the recitation of others’ beliefs – asks a second, personal question, “But who do you say that I am?” (Matthew 16:15)

Notice the disciples are quick to answer the first question, and we are assured more than one of them did because of the plural pronoun used in verse 14. Then Jesus, the Master Teacher, caused His learners to do some deeper pondering by driving the question to a personal level. We see Jesus here as a patient Teacher, willing to do what is necessary to get to the heart of the matter.

Classroom teachers ought to be encouraged to be patient as well, carefully employing wait time in order that students may consider, ponder, and muse. Just three or more seconds can make all the difference. Effective pausing is a wise use of time!

Following are just some of the ways wait time can have an impact, as outlined by Sprenger (2005, 43): “Responses change in length from a single word to whole statements, self-confidence increases, students ‘piggyback’ on each other’s ideas, responses by ‘slow’ students increase, students ask more questions, students propose more investigations, and student achievement improves.”

Is it not wonderful to see how all truth is God’s truth? Time to pause and ponder is God’s idea.

Reference:

Sprenger, Marilee. 2005. How to Teach so Students Remember. Alexandria, VA: Association for Supervision and Curriculum Development.

Effective Educational Assessment Is Rooted In Biblical Truth

A proficient educator will utilize two types of assessment: formative and summative. Formative assessment is used to evaluate a student’s progress so that instruction may be modified for purposes of improvement. Formative assessment is not a final evaluation, but rather a feedback process whereby the teacher can make proper adjustments with the goal of increased comprehension. Formative assessment keeps student improvement at the forefront.

The goal of summative assessment is to determine a student’s mastery level after a specified period of time. Summative assessment is often used to issue a final grade or mark at the conclusion of the instructional period. Summative assessment is somewhat final and culminating in nature, as the period of instruction has ended, and final evaluation of mastery of content is made.

Careful educators engage in formative assessment more frequently than we might realize. Walking into the classroom, they immediately gather feedback via body language as to whether or not a student is apt to participate or will need significant motivation at the outset. An attentive teacher decides minute by minute which student should be called upon, based on confidence level and other factors. Teachers ask questions, give quizzes, engage in discussion, monitor guided practice, and utilize many other methods to gauge the success of instruction on a weekly, daily, and hourly basis.

The constant barrage of feedback an educator receives enables him to adjust instructional methods in order to improve student learning. If teachers teach simply to assign grades, the paradigm is both useless and ugly. Assessment should happen – whether or not accompanied by a grade – in order to make changes as necessary for the success of student learning. An educator ought to take in the streaming feedback and use it to modify instruction. Sometimes the formative assessment assures a teacher she has reached the goal of student mastery, and sometimes the assessment prods the educator to re-approach the method of instruction in order to see a greater – or broader – level of student mastery reached.

If I think I have taught a brilliant lesson with the objective of students being able to solve a quadratic equation, but at the conclusion of the lesson only ten percent of the class is able to actually solve an equation, then I need to make adjustments. Perhaps I moved too quickly through the material (as quadratic equations excite me!). Or maybe I did not provide enough guided practice. Whatever the case, I know that I must work again toward my objective, for my goal is to see my students able to solve quadratic equations. Their success is my vision.

Though the subject of assessment is popular in both Christian and non-Christian educational settings, the fact is that assessment’s truth is rooted in the Bible. All truth is God’s truth. Whether humanist educators acknowledge the fact or not, a proper view of assessment is drawn from God Himself; for He is the Creator of the world and all its learners.

Amazingly, both formative and summative assessments are seriously Biblical in nature. Does God test His people? Absolutely! When He tests people, what is His goal? Is His goal our destruction? Never! His goal is that we grow in grace and knowledge and become more like Him. In I Peter 1:7, we are told that God’s desire is that our trials result in praise, glory, and honor when Jesus Christ is revealed. Though testing is often painful in a multitude of ways, God’s goal is that we grow. He desires we become stronger and better in Him (James 1:2-4). He assesses us – not in order to modify His ways – but to see us modify our lives – that we might be complete in Him.

Just as much as formative assessment flows from the heart of God, so does summative assessment; though this fact is more sobering. While God tests us in this life in order that we might grow, there is coming a day when every person will face God’s summative assessment. He will finally – at the end of history – demand an accounting of each one of us and assign us to our final destiny. Those who have rejected Him will face eternal damnation (Revelation 20:11-15). Those who have clung to Him will face a final evaluation of their lives for the purpose of ultimate reward (I Corinthians 3:11-15; II Corinthians 5:10). At this point, there will be no chance for improvement – no time for modification. God’s summative assessment will have taken place.

We see that effective educators will be adhering to Biblical truth when they employ both formative and summative assessment, demonstrating once again that all truth is God’s truth. May educators reflect the grace and love of God in their employment of formative assessment, and may teachers reflect the reality of human accountability to God when they utilize summative assessment.