Training & Development

Eliciting Observation Tool

Wait time What was the purpose of eliciting?

Teacher prompts given before Student(s) responses Focus on an item Lead in to a topic
re-phrasing
(including re-phrasing or Generate interest Increase STT
Eg. IIII
adding an extra prompt) Correction Assess prior-knowledge
5 seconds
 Training & Development
Post-observation task (15 mins)
Peer Peer
1. Ask each other any general knowledge question and time the
number of seconds it takes to provide an answer. How does
that compare to the tally recorded?
2. Together, look at the reasons given for eliciting in the final
column. Can you both identify a pattern?
3. Together, look at the recordings in both shaded columns.
What might have caused any divergence here between prompt
and response? How might this have been avoided?
4. Take one example and consider where a non-verbal prompt
might have supported understanding.
Self-reflection task
Consider if there are any times when you have tried to elicit
information from students and it may have been better just to tell
them. Why?
Post-observation task (15 mins)
Manager/supervisor Teacher
1. Ask the teacher how many seconds they think they wait before
re-phrasing or giving the information. Compare to recorded
tally and reflect on the benefits of providing wait time.
2. Ask the teacher to reflect on the reason they chose to elicit
those items recorded on the chart during the session.
3. Compare the two shaded columns. Ask the teacher to consider
what may have caused any divergence between the prompt
and the students response and how this could have been
avoided.
4. Ask the teacher if there was any information they provided for
their students which could have been elicited instead.
Self- reflection task
Consider if there are any times when you have tried to elicit
information from students and it may have been better just to tell
them. Why?