Gettinger, M., & Ball, C. (2007). Best practices in increasing academic engaged time. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1043-1075). Bethesda, MD: National Association of School Psychologists.

I have come across many great articles by researcher Maribeth Gettinger which relate to my inquiry question and this one is especially useful. Learning requires engagement and the greater the level of student engagement, the higher their achievement. The link between time and learning is a consistent finding in educational research. To heighten engagement among all learners, the authors discuss the importance for teachers to distribute questions evenly to a range of students and not allow the same group of students to answer questions every time. The article also discusses other strategies to promote active responding such as choral responding, peer tutoring, and cooperative learning groups (pairs, small groups, etc.). This article provides great ideas to engage learners and effectively uses research findings to stress the correlation between student engagement and academic achievement. In my teaching, I have used cooperative learning groups and found it to be a highly successful strategy. I think choral responding would be beneficial as most of my students are highly energetic and keen to answer questions. This way, not only will those students get a chance to answer questions but the quieter students will also have an equal opportunity to respond. Hopefully, it will give quieter students a chance to meaningfully contribute without feeling nervous or anxious.