Budget time for Questions.
Do you have any suggestion on how to deal with students not asking questions as much as required to fill the time slot alotted especially when lectures are prepared not to fill all of the class time?
I encourage students to ask questions,especially durning a lecture, I tell them that if they don't understand what i'm talking that there is no time like the present, it's amazing how they get involved if just one person ask a question, they really open up, all it takes is one question. I also review material that we have already covered during the lecture, it really seems to keep them on their toes,they know they have to pay attention because they never know who I will ask questions
Hi Fiona,
There are a couple of ways that you can handle the time and question situation. One, preset the time you will answer questions on a certain topic. Example you can lecture for 10-15 minutes and then pause for questions. Allow a set time for the questions, say 5 minutes. This way the students know how much time they have and that they are limited in how many questions they can ask. I have found I get better questions using this format because the students value the time more. Also, the method of lecture questioning allows the students pause and reflect on what has just been covered while the questions are being asked.
Another approach is have student learning groups that pool their questions and then each group gets to ask a set number of questions. I generally allow each group to ask two for time management sake. By using this method the students in each group contributes questions but they will find that other members of their group answer them for them so I don't have to take time to answer them and instead we get to concentrate on the bigger issue questions rather than the general or basic questions.
Hope this is of help to you. If you have further questions on this please let me know.
Gary
I like the idea of having students put their questions in a 3x5 card and submit to me after lecture so I can address them. Most of the times while I am lecturing on a particular topic, students become so engaged in it that they ask questions one after another for a long time, at this point I am glad that they are interested in the topic but it throws me off schedule and then am not able to finish my goals for that lecture. Any other suggestions for time and question management?
Hi David,
The professional points are a part of the course. They are not extra credit. Students earn points in this category for attendance, participation, completion of case studies or group activities, etc.
The professional point category is sufficient to help move a student up in grade or can reduce the grade if the student doesn't earn the points in this category. I keep the students informed as to the number of points they have in the category throughout the course phase, so there are no surprises at the end of the course.
Grading is based upon clear assessment points throughout the course. These assessments are listed in the syllabus and discussed at the beginning of class. Assessments include tests, lab work, assignments, case studies and any other work that I assign throughout the course. The grade breaks are based upon percentages. The percentages come from the standards of the field. For example an A would be 90 percent or higher in terms of knowledge and skill assessment. Very clear to understand and work toward on the part of the students.
If you have any additional questions about grading please let me know and I will be glad to answer them for you.
Gary
With the professional points, are they a part of the curriculum/course or are they handled as extra credit? I've attended colleges where they're part of the grade and therefore an expectation of the total class grade. How would you handle the grading?
David
Hi Sharlene,
Welcome to the profession. I wish you a long and enjoyable career in education.
As for your question question. It all depends on your ability to handle the flow of the lecture. Some instructors have trouble remembering where they are in their lecture if a student asks a question. For others it isn't a problem. I like to respond to questions as they come up within the lecture because the question that is asked is based upon the current lecture content. If the students are asked to hold their questions until the end of the lecture sometimes they forget what they wanted to ask. On the other hand some students will ask so many questions that they break the flow of the lecture completely. For sure I have students hold their questions until the end when I have a guest speaker because it is unfair to have them interrupted while they are speaking.
Gary
These are really great readings here... I'm a first time instructor and just did my first lecture a couple of days ago. Was nervous but I guess that's normal :) All I can say is I learn a lot from reading the threads here. I dont think I have much to contribute at this point so let me just learn from you guys for now :) W/ regard to this budgeting time for questions for students, is it better to have them write it down and then discuss the questions after the break or is it better to just have them ask away as you're teaching?
Hi Denesica,
Something you might want to try with questions as well is to anticipate what questions might come up with the discussion. You then can have the students try and answer the questions with your follow up that way you make sure the topic is covered as needed.
Gary
Always budget time for questions and answers to the topic of discussion. Sometimes a siple question will enlighten someone tremendously.
Hi Tatyana,
The use of questioning as a teaching tool is an effective one. By both you and the students asking questions you as the instructor can make sure that the material is covered and the key concepts are reinforced.
Gary
I usually have problem with students asking too many questions. But if I afraid that students might not ask questions, I see what I would like them to ask and raise the questions myself. For example, asking Do you understand this part? or Can you (students) explain this point to me? and so on.
Hi David,
I use professional points for participation. These points are earned throughout the course phase when we have group activities and discussions. The points provide incentives for the students to contribute to the class. By earning the points they also start to develop confidence in their ability to share their knowledge with others.
Gary
One way to make it a part of the grade. By including participation as a graded item, there is an incentive to participate.
Another, way is to assign the questions to individuals, and give them time to research the answer.
Hi Donald,
Using questioning as a teaching technique is good. This way you get the students thinking and talking about the topic. It also gives you an idea of where the class is coming from and the experiences they have had.
Gary
I like the leading questions that seem to get them going and with there opinion on thing.
Response to Kris, I like doing that. Leading questions or how would you handle a situation gives them that personal opinion that I feel makes them important. Leading questions also gets the students thinking and may point them in a direction you need them to go. I agree with your post. Sharon
Response to Gary,
I like your suggestion about putting students in groups and have them work through scenarios. I have done this and it seems to break things up, get everyone involved. I like how you ask them questions about key concepts which allows them to be a part of the lecture and helps in developing a rapport. I will use these suggestions in the future. Thanks, Sharon
Try asking leading questions to the students in order to gain some activity.
Hi Isiah,
What I do is to develop case studies or problem solving situations. I then put the students into small groups to work on the study or problem. I assign certain questions to each group. After spending some time working solutions I have each group report out. This way I get the questions answered that need to be asked, everyone in the class works on solutions, and in the small groups everyone contributes.
Another way is to have the students submit questions over the course content. I then collect the questions and respond to them. I make the questions a part of their assignment so I get questions from everyone. I group the questions so I can cover the key content needed without repeating questions. After a few days of this I find the students get comfortable and start to ask questions on their own. It is part of developing rapport with the students.
Gary
