The question measures the retention and recollection of previous learning. Our group had narrowed down the question to optimal extended thinking: what is the best and optimal amount of time to give students to allow them to recall information from previous learning. The purpose of extended thinking time is to allow for enough time for mental processing to occur. It is assumed that there are different optimum times for lower to higher-order thinking involved and for the required needs and cognitive capabilities of each student. The class that I observed is from the ‘Pupil and Family Centre’. They all have presented some difficulty in learning. The findings here will later be measured against other classes of various capabilities. We hope to draw a line between all levels of learning and argue for an optimal amount of thinking time. Research suggests that improved thinking time should improve the length and correctness of student responses, a decrease in no answer given, an increase in the number of correct answers offered, and an increase of academic achievement (Kelly, 2018).
To determine through, a series of questions, what is the optimal amount of time for pupils with various abilities, allowable for adequate thinking time. The answers should be similar throughout the series, level relevant and able to be remembered and recalled.