Cold calling - Revision history

Vipul: /* Dealing with non-response */

2023-12-07T18:31:58Z

Dealing with non-response

← Older revision		Revision as of 18:31, 7 December 2023
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	The explainer can choose different possibilities for what to do if the learner says "pass" or "I have no idea" or "not sure" or something equally non-informative. The strategies include:		The explainer can choose different possibilities for what to do if the learner says "pass" or "I have no idea" or "not sure" or something equally non-informative. The strategies include:

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	! Strategy !! Advantage !! Disadvantage		! Strategy !! Advantage !! Disadvantage
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Vipul: /* Parameters relevant to individual cold call instances */

2023-12-07T18:31:51Z

Parameters relevant to individual cold call instances

← Older revision		Revision as of 18:31, 7 December 2023
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	Learners may give answers that are partly or wholly correct. They may give partial answers with promise. There are multiple strategies for dealing with the variety of answers possible.		Learners may give answers that are partly or wholly correct. They may give partial answers with promise. There are multiple strategies for dealing with the variety of answers possible.

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	! Strategy !! Advantage !! Disadvantage		! Strategy !! Advantage !! Disadvantage
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Vipul: /* Reveal point */

2023-12-07T18:31:40Z

Reveal point

← Older revision		Revision as of 18:31, 7 December 2023
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	The explainer can choose different possibilities in time for when to ''reveal'' who is being called to answer the question. Below are some possibilities:		The explainer can choose different possibilities in time for when to ''reveal'' who is being called to answer the question. Below are some possibilities:

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	! Reveal point !! Advantage !! Disadvantage		! Reveal point !! Advantage !! Disadvantage
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Vipul: /* Disadvantages */

2023-12-03T23:30:16Z

Disadvantages

← Older revision		Revision as of 23:30, 3 December 2023
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	* Cold calling could disorient explainers and learners if it shatters the [[illusion of transparency]], causing a disruption of the [[class script]].		* Cold calling could disorient explainers and learners if it shatters the [[illusion of transparency]], causing a disruption of the [[class script]].
	* Cold calling can trigger various [[achievement emotion]]s as learners' performance on the questions becomes obvious to them and also to other learners. If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.		* Cold calling can trigger various [[achievement emotion]]s as learners' performance on the questions becomes obvious to them and also to other learners. If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.
			* Cold calling can trigger various [[social learning emotion]]s, including negative ones such as [[humiliation]].
	* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.		* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.

	* Cold calling could waste a lot of time.		* Cold calling could waste a lot of time.
	* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.		* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.

Vipul: /* Definition */

2023-12-03T00:13:22Z

Definition

← Older revision		Revision as of 00:13, 3 December 2023
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	'''Cold calling''' refers to a protocol used in a [[class]] (generally, as part of [[in-class explainer exposition]]) where the explainer calls on individual learners to answer questions posed by the explainer on a regular basis. The key feature of cold call is the ''unpredictability'' about who will get called for a particular question, or equivalently, the unpredictability for each individual about ''when'' he or she will get called.		'''Cold calling''' refers to a protocol used in a [[class]] (generally, as part of [[in-class explainer exposition]]) where the explainer calls on individual learners to answer questions posed by the explainer on a regular basis. The key feature of cold call is the ''unpredictability'' about who will get called for a particular question, or equivalently, the unpredictability for each individual about ''when'' he or she will get called.

			The kinds of questions that are generally good for cold calling are [[prompt]]s: simple questions with short, simple answers that a learner with mastery can answer quickly and accurately. However, in theory, other kinds of questions can also be used for cold calling.

	Cold calling (or rather, whether and how it is used) is an important element of [[classroom instruction as performance]].		Cold calling (or rather, whether and how it is used) is an important element of [[classroom instruction as performance]].

Vipul: /* Disadvantages */

2021-10-03T20:04:46Z

Disadvantages

← Older revision		Revision as of 20:04, 3 October 2021
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	==Disadvantages==		==Disadvantages==

			* Cold calling could disorient explainers and learners if it shatters the [[illusion of transparency]], causing a disruption of the [[class script]].
	* Cold calling can trigger various [[achievement emotion]]s as learners' performance on the questions becomes obvious to them and also to other learners. If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.		* Cold calling can trigger various [[achievement emotion]]s as learners' performance on the questions becomes obvious to them and also to other learners. If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.
	* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.		* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.
	* Cold calling could disorient explainers and learners if it shatters the illusion of transparency, causing a disruption of the [[class script]].
	* Cold calling could waste a lot of time.		* Cold calling could waste a lot of time.
	* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.		* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.

Vipul: /* Disadvantages */

2021-10-03T20:03:45Z

Disadvantages

← Older revision		Revision as of 20:03, 3 October 2021
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	==Disadvantages==		==Disadvantages==

	* If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.		* Cold calling can trigger various [[achievement emotion]]s as learners' performance on the questions becomes obvious to them and also to other learners. If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.
	* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.		* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.
	* Cold calling could disorient explainers and learners if it shatters the illusion of transparency, causing a disruption of the [[class script]].		* Cold calling could disorient explainers and learners if it shatters the illusion of transparency, causing a disruption of the [[class script]].

Vipul: /* Effort on the explainer's part */

2021-09-23T15:52:41Z

Effort on the explainer's part

← Older revision		Revision as of 15:52, 23 September 2021
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	==Investment and effort needed==		==Investment and effort needed==

	===Effort on the ~~teacher~~'s part===		===Effort on the explainer's part===

	While some preparation on the ~~teacher~~'s part can make cold calling more effective, the bare minimum of preparation needed for cold calling to be effective is quite low.		While some preparation on the explainer's part can make cold calling more effective, the bare minimum of preparation needed for cold calling to be effective is quite low.

	* It is preferable that the ~~teacher~~ either know the names and faces of all learners, or have access to a printed photo roster that he or she can scan quickly. Pointing to learners for each cold call instance can be clumsy. However, this is not a dealbreaker, and ~~teachers~~ who want to create a precedent of using cold calling right from the beginning should not wait to master the names and faces of all learners before beginning. Eye contact and pointing might be necessary in the beginning.		* It is preferable that the explainer either know the names and faces of all learners, or have access to a printed photo roster that he or she can scan quickly. Pointing to learners for each cold call instance can be clumsy. However, this is not a dealbreaker, and explainers who want to create a precedent of using cold calling right from the beginning should not wait to master the names and faces of all learners before beginning. Eye contact and pointing might be necessary in the beginning.
	* Having a sense of the cognitive profiles of learners can be helpful if matching learners to questions based on the level of difficulty. However, this again is not a necessity.		* Having a sense of the cognitive profiles of learners can be helpful if matching learners to questions based on the level of difficulty. However, this again is not a necessity.
	* Some ~~teachers~~ keep track (using tally marks or other means) of how much they are cold calling each learner. This can help them figure out if they are cold calling learners equally. However, this again is optional and may not be suited to all circumstances.		* Some explainers keep track (using tally marks or other means) of how much they are cold calling each learner. This can help them figure out if they are cold calling learners equally. However, this again is optional and may not be suited to all circumstances.
	* Some ~~teachers~~ plan beforehand who they will cold call when (i.e., they include cold calling in their [[class screenplay]]), but this is not necessary and its advantages over making cold calling decisions in real time is unclear.		* Some explainers plan beforehand who they will cold call when (i.e., they include cold calling in their [[class screenplay]]), but this is not necessary and its advantages over making cold calling decisions in real time is unclear.

	==In practice==		==In practice==

Vipul: /* Disadvantages */

2021-09-23T15:39:14Z

Disadvantages

← Older revision		Revision as of 15:39, 23 September 2021
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	* If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.		* If poorly executed, cold calling could generate resentment among learners, leading to learners missing class, or adopting an adversarial attitude to the explainer.
	* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.		* Cold calling could be construed as an abuse of the explainer's authority or power over the learners.
	* Cold calling could disorient explainers and learners if it shatters the illusion of transparency, causing a ~~lecture to go off-plan~~.		* Cold calling could disorient explainers and learners if it shatters the illusion of transparency, causing a disruption of the [[class script]].
	* Cold calling could waste a lot of time.		* Cold calling could waste a lot of time.
	* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.		* If learners sense that poor performance on cold calling will cause the explainer to go slower and cover less material, they are incentivized to perform poorly.

Vipul: /* Advantages */

2021-09-23T15:38:47Z

Advantages

← Older revision		Revision as of 15:38, 23 September 2021
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	==Advantages==		==Advantages==

	* Cold calling ~~is advantageous primarily because it~~ dramatically increases the extent to which learners are required (or at any rate [[nudge]]d) to paying attention and actively thinking about the material being covered in class. ~~With a method such as~~ [[~~voluntary participation~~]]~~, only~~ the ~~learners who choose to participate~~ '~~'and'' think they have~~ a ~~shot at getting~~ the ~~answers will participate~~. ~~On the other hand, with cold~~ calling, ~~all~~ learners~~, knowing that they~~ can ~~be called upon, are listening closely and working~~ out ~~the answers~~.		{\| class="wikitable sortable" border="1"
	* Cold calling might also help [[break the ice]] in the ~~classroom~~ and make learners more comfortable interacting with each other and the explainer. If executed well, people can feel more confident.		! Advantage of cold calling !! What other methods accomplish similar advantages (among [[group calling]], [[polling]], [[voluntary participation]], [[quiet prompt]]s, and [[interactive prompt]]s?)
	* Cold calling is a great way for everybody to ~~get to know each other, connecting name, face, voice, and some features of their answers.~~		\|-
	* Explainers have a constant and regularly updated idea of how ~~well the class is~~ understanding specific ideas, and is therefore less likely to succumb to the [[illusion of transparency]].		\| It dramatically increases the extent to which learners are required (or at any rate [[nudge]]d) to paying attention and actively thinking about the material being covered in class. \|\| [[Polling]] and [[interactive prompt]]s also work but with slightly different effectiveness which may be more or less depending on the learner's psychology.<br/>[[Quiet prompt]]s work a little less well due to the lack of feedback and lack of pressure on individual learners.<br/>[[Group calling]] and [[voluntary participation]] work less well, because individual learners can zone out.
	* Learners have a constant and regularly updated idea of how well they and their peers are understanding specific material, and are therefore less likely to succumb to the [[double illusion of transparency]]. Note however, that cold calling using questions that are not of diagnostic use could cement, rather than shatter, the double illusion of transparency.		\|-
			\| It helps [[break the ice]] in the class and make learners more comfortable interacting with each other and the explainer. If executed well, people can feel more confident. \|\| Other methods work but generally less well.
			\|-
			\| It provides feedback to explainers about how learners are understanding specific ideas, and is therefore less likely to succumb to the [[illusion of transparency]]. \|\| [[Polling]] gives more feedback about a range of learners, but the feedback has less depth.<br/>[[Group calling]] and [[voluntary participation]] provide some feedback but less so, and the feedback may be skewed by selection effects.<br/>Quiet prompts provide no feedback to the explainer; interactive prompts are usually not feasible in a class setting.
			\|-
			\| Learners have a constant and regularly updated idea of how well they and their peers are understanding specific material, and are therefore less likely to succumb to the [[double illusion of transparency]]. Note however, that cold calling using questions that are not of diagnostic use could cement, rather than shatter, the double illusion of transparency. \|\| [[Polling]] plays a similar role, generating more breadth of feedback for a specific question, but possibly less depth into the mental models of other learners.<br/>[[Group calling]] and [[voluntary participation]] provide some feedback but less so, and the feedback may be skewed by selection effects.<br/><br/>Quiet prompts provide no feedback about other learners; interactive prompts are usually not feasible in a class setting.
			\|}

	==Disadvantages==		==Disadvantages==