Research Summary: Cold Calling — What Works & How To Do It (EBTD)
Intro
Ever asked a question and been met with silence, a few eager hands, or the same three voices? Cold calling helps ensure every pupil is engaged and thinking. In Bangladeshi classrooms—often large, noisy, and exam-focused—this strategy can make sure no one slips under the radar. For a detailed 6-week implementation plan, see Cold Calling That Works: A 6-Week Plan to Transform Classroom Participation.
1) What is Cold Calling?
Cold calling is when teachers select pupils to answer questions whether or not they have volunteered. It ensures broad participation and signals that thinking is expected from everyone.
- When to use: Whole-class questioning, review segments, checking for understanding.
- When not to use: Sensitive personal topics, or when pupils need private reflection.
- Typical lesson slot: During explanation, practice, and review.
- Class size context (Bangladesh): Particularly effective in large classes (40–80 pupils) where many otherwise stay silent.
Quick wins
• Every pupil thinks every time
• Keeps attention high, reduces passivity
• Builds equitable participation
You’ll need: Seating plan or name list, clear routines, question bank, method for tracking who has been asked
2) The Evidence Base (Why It Matters)
Cold calling is strongly supported by research and classroom evidence.
- It keeps attention high — pupils listen more when they know they could be called.
- It shares the spotlight — not only “star students” speak, but quieter or less confident ones too.
- It levels the playing field — helping include girls, shy students, and those who might otherwise opt out.
- It boosts learning — linked to improved recall and deeper processing because all pupils are prompted to think.
Evidence strength: High
Multiple empirical studies, plus synthesis from Rosenshine’s Principles of Instruction and the Education Endowment Foundation (EEF), show consistent benefits.
Key takeaways for teachers
• Introduce routines gradually to reduce anxiety
• Use “no opt out” so “I don’t know” becomes a starting point, not the end
• Wait-time and think-pair-share give everyone time to prepare an answer
• Warm tone, positive framing, and fairness make pupils accept and benefit from the strategy
3) Active Ingredients (Non-Negotiables)
- No Opt Out: If a pupil says “I don’t know,” provide hints or peer help, then return to them.
- Wait Time / Think Time: Pause 5–15 seconds after asking; consider pair discussion.
- Warm Tone & Positive Framing: Treat errors as part of learning.
- Consistency & Predictability: Use cold calling regularly and fairly.
- Question Variety: Move beyond recall to “why,” “how,” and “what if” questions.
Look-fors in a lesson
• Teacher asks question → pauses → names a pupil
• Pupils thinking even when not chosen
• Answers valued and built upon
4) Step-by-Step: Implementing in Your Teaching
Adapted from the Cold Calling That Works 6-week plan.
Preparation (before lesson):
- Plan several questions in advance, including higher-order ones
- Use a tool for tracking who has been called
- Introduce the routine and explain why it matters
In-Lesson Routine (over weeks):
| Week | Focus |
|---|---|
| Week 1 | Introduce and normalise cold calling with low-stakes questions |
| Week 2 | Emphasise No Opt Out with scaffolding and peer support |
| Week 3 | Add wait time and think-pair-share before cold calls |
| Week 4 | Increase question complexity and add probing follow-ups |
| Week 5 | Ensure fairness with randomisation and balanced participation |
| Week 6 | Reflect, collect feedback, and refine your approach |
After the lesson:
- Review who has/hasn’t been called recently
- Gather feedback from pupils about how they feel
- Adjust question strategies accordingly
5) Common Pitfalls (And How To Avoid Them)
- Using cold calling as a “gotcha.” → Fix: Emphasise learning, not punishment
- Asking only recall questions. → Fix: Include higher-order and follow-up questions
- Letting pupils opt out. → Fix: Always return with hints or support
- Being inconsistent. → Fix: Track participation and rotate fairly
6) Work With a Colleague (Coaching, Mentoring, Observation)
Plan together (10 mins):
- Decide which active ingredient to practise (e.g., wait time, fairness)
- Script a few cold call questions together
Observe (mini-rubric):
| Focus | 0 = Not seen | 1 = Emerging | 2 = Consistent | Notes |
|---|---|---|---|---|
| Wait time used | ☐ | ☐ | ☐ | |
| No opt out support | ☐ | ☐ | ☐ | |
| Variety of question types | ☐ | ☐ | ☐ | |
| Fair spread across pupils | ☐ | ☐ | ☐ | |
| Warm, positive tone | ☐ | ☐ | ☐ |
Debrief (8–10 mins):
- Share what was observed
- Agree one strength and one tweak
- Set a small, specific next-lesson goal
7) Further Reading & Resources
- Cold Calling That Works: A 6-Week Plan to Transform Classroom Participation (EBTD blog)
- Rosenshine, B. (2012). Principles of Instruction
- Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2013). Impact of Cold-Calling on Student Voluntary Participation
- Lemov, D. (2010). Teach Like a Champion
- Education Endowment Foundation (EEF) – Feedback and Metacognition Guidance Reports
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