Quiet prompt - Revision history

Vipul: /* Definition */

2023-12-03T23:13:19Z

Definition

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	== Definition ==		== Definition ==

	A '''quiet prompt''' is a technique used in exposition (whether [[in-class explainer exposition]], [[text exposition]], or [[video exposition]]) where the [[learner]] is asked a question and told to think about it, but does not have an opportunity to communicate the answer to others (the [[explainer]] or other learners). After what might be a short pause, the exposition then continues to the "correct" answer (and possibly also [[calling out misconceptions\|calls out misconceptions]]) and the learner has an opportunity to self-assess and self-correct.		A '''quiet prompt''' is a technique used in exposition (whether [[in-class explainer exposition]], [[text exposition]], or [[video exposition]]) where the [[learner]] is asked a question (of the nature of a [[prompt]]) and told to think about it, but does not have an opportunity to communicate the answer to others (the [[explainer]] or other learners). After what might be a short pause, the exposition then continues to the "correct" answer (and possibly also [[calling out misconceptions\|calls out misconceptions]]) and the learner has an opportunity to self-assess and self-correct.

	== Learning contexts ==		== Learning contexts ==

Issa Rice at 19:16, 23 September 2021

2021-09-23T19:16:16Z

← Older revision		Revision as of 19:16, 23 September 2021
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	== Definition ==		== Definition ==

	A '''quiet prompt''' is a technique used in exposition (whether [[in-class explainer exposition]], [[text exposition]], or [[video exposition]]) where the learner is asked a question and told to think about it, but does not have an opportunity to communicate the answer to others (the explainer or other learners). After what might be a short pause, the exposition then continues to the "correct" answer (and possibly also [[calling out misconceptions\|calls out misconceptions]]) and the learner has an opportunity to self-assess and self-correct.		A '''quiet prompt''' is a technique used in exposition (whether [[in-class explainer exposition]], [[text exposition]], or [[video exposition]]) where the [[learner]] is asked a question and told to think about it, but does not have an opportunity to communicate the answer to others (the [[explainer]] or other learners). After what might be a short pause, the exposition then continues to the "correct" answer (and possibly also [[calling out misconceptions\|calls out misconceptions]]) and the learner has an opportunity to self-assess and self-correct.

	== Learning contexts ==		== Learning contexts ==

Vipul: /* Disadvantages */

2021-09-23T15:57:21Z

Disadvantages

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	Another way of thinking of these disadvantages is that they forgo some of the unique benefits that a class setting (multiple learners, synchronicity, explainer authority) makes possible, by using a strategy that is equally available for self-learning.		Another way of thinking of these disadvantages is that they forgo some of the unique benefits that a class setting (multiple learners, synchronicity, explainer authority) makes possible, by using a strategy that is equally available for self-learning.

			== Investment and effort needed ==

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

			The key kind of effort that explainers must undertake when using quiet prompts -- whether in a [[class]] setting or asynchronously with text and video explanations -- is to have a good prior understanding of learners' state of understanding and likely [[misconception]]s, to make up for the ''lack'' of feedback from learners that would be present in [[cold calling]].

			With the understanding of learners' state of understanding and possible misconceptions, the explainer can more deliberately [[calling out misconceptions\|call out the misconceptions]] when explaining the answer.

			For these reasons, quiet prompts are a better fit for explainers who have a better model of learners' state of understanding and possible misconceptions. This superior understanding could be obtained either through personal experience or explicit guidance in a [[class script]] prepared based on research and experience by others.

Vipul at 15:50, 23 September 2021

2021-09-23T15:50:49Z

← Older revision		Revision as of 15:50, 23 September 2021
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	One key difference between quiet prompts in class and quiet prompts in text and video expositions: due to the synchronicity of a class, the amount of time given for a quiet prompt is controlled by the explainer and uniform across learners. In contrast, for text and video expositions, learners generally have the option to take as much or as little time as they need. In the case of video, this could be by pausing or fast-forwarding the video.		One key difference between quiet prompts in class and quiet prompts in text and video expositions: due to the synchronicity of a class, the amount of time given for a quiet prompt is controlled by the explainer and uniform across learners. In contrast, for text and video expositions, learners generally have the option to take as much or as little time as they need. In the case of video, this could be by pausing or fast-forwarding the video.

			== Advantages ==

			* One of the main advantages of quiet prompts over other feedback formats is that they translate well between in-class and self-learning. They therefore generate a more uniform experience for people attending a class live and people watching a recording of the same class.
			* Even in a class setting, quiet prompts may be more useful when technological limitations or other constraints make it more challenging to switch around who is speaking. For instance, in virtual classes, coordinating the muting/unmuting of participants can be challenging.
			* Quiet prompts can proceed faster than other forms of feedback because it saves on time spent by learners ''communicating'' their answers. This saved time can be used to give learners more time to ''think'' about the answers, or just used to proceed faster with the material.
			* Compared to individual calling methods such as [[cold calling]] and [[voluntary participation]], quiet prompts generate more uniformity of experience across learners because all learners are being asked the question. It's not too different from [[polling]] and [[group calling]] in that respect.

			== Disadvantages ==

			The disadvantages here are largely [[cold calling#Advantages\|the advantages of cold calling]] in reverse:

			* Unlike [[cold calling]], learners can easily zone out as they are not being put on the spot.
			* Learners don't get to interact with the explainer and other learners, so they don't get to [[break the ice]].
			* The explainer doesn't get feedback from learners, so there is no shattering of the [[illusion of transparency]].
			* Learners don't get a clear idea of what other learners are thinking, which reduces their ability to self-assess and self-diagnose.

			Another way of thinking of these disadvantages is that they forgo some of the unique benefits that a class setting (multiple learners, synchronicity, explainer authority) makes possible, by using a strategy that is equally available for self-learning.

Vipul: Created page with "{{in-exposition feedback format}} == Definition == A '''quiet prompt''' is a technique used in exposition (whether in-class explainer exposition, text exposition, or..."

2021-09-23T15:31:08Z

Created page with "{{in-exposition feedback format}} == Definition == A '''quiet prompt''' is a technique used in exposition (whether in-class explainer exposition, text exposition, or..."

New page

{{in-exposition feedback format}}

== Definition ==

A '''quiet prompt''' is a technique used in exposition (whether [[in-class explainer exposition]], [[text exposition]], or [[video exposition]]) where the learner is asked a question and told to think about it, but does not have an opportunity to communicate the answer to others (the explainer or other learners). After what might be a short pause, the exposition then continues to the "correct" answer (and possibly also [[calling out misconceptions|calls out misconceptions]]) and the learner has an opportunity to self-assess and self-correct.

== Learning contexts ==

=== Quiet prompts in class ===

In the [[in-class explainer exposition]] portion of a [[class]], quiet prompts are an alternative to [[cold calling]], [[group calling]], [[polling]], and [[voluntary participation]]. Unlike all the other methods, with a quiet prompt, learners do not share their answers with other learners, and therefore, neither the learner not explainers get feedback on what ''other'' learners are thinking.

=== Quiet prompts for self-learning from text or video expositions ===

When self-studying from a [[text exposition]] or [[video exposition]], quiet prompts may be used by the text or video. Here, the text or video poses the question to the learner. The learner thinks about it, and then the text or video explains the correct answer and possibly [[calling out misconceptions|calls out misconceptions]]).

One key difference between quiet prompts in class and quiet prompts in text and video expositions: due to the synchronicity of a class, the amount of time given for a quiet prompt is controlled by the explainer and uniform across learners. In contrast, for text and video expositions, learners generally have the option to take as much or as little time as they need. In the case of video, this could be by pausing or fast-forwarding the video.