If the original question I ask cannot be answered or is to broad I will start to ask other questions that are related. Instead of just answering it for them this leads them to the original question's answer.
I like to use a gig-saw method in my developmental English classes. A list of questions have been prepared, and each student has the list. I start by calling on a student to answer question #1. I allow that student to answer. This allows me to redirect the answer to another student by asking what they think about the answer or what parallel do they draw. Then when I am satisfied with responses the first student gets to pass on the next question to a person of his choice. The process continues. This method involves every member of the class.
I will ask the students partial questions and have them come up with the correct answer
I thought I posted this but I use an open ended questioning to solicit response and thoughts expanded in the tech venue which allows for others to respond upon those questions with additional expanded questions
I will try this my class.
Hi Erin - Welcome to ED103! You have obviouly put a lot of thought into your questioning technique - well done!
asking the group if anyone can explain the subject we are covering at the time.
asking if anyone has had experiance with the subject also works.
As I stated in my psot I find that with regard to technical work we do open ended questions seem to work the best in expands on theory and preactice creating am interaction with all of us in dialoging specific problems
I like to put out a general question that starts off simple and builds toward complexity. First I will ask something like "How many people have seen this painting?", etc. Then I will build to "Did you notice . . .?" Then I will ask "What did you think about it?" or "Have you seen anything else like this?" This moves them along in the hierarchy of questions--Bloom's Taxonomy--which promotes everyone to participate, at least in the beginning.
I will often use the student's name before I ask a question to let them know to pay attention. I find that this way I can ask students who do not normally participate to give us their ideas. After that student has answered I will ask another student if they agree or disagree or have any other comments. After the first two people have broken the ice, I find many more people are willing to volunteer their opinion or ask more questions.
Overall, I believe the classroom environment is the most important part of making students feel comfortable in discussion. If the instructor sets the right tone off the bat, that questions and discussions are encouraged, the students will quickly follow suit. I promote the idea that my students are in the process of learning, and in order to learn you must ask questions and seek to know the answer. In my field, the answer to any question can be worked out with critical thinking rather than concrete knowledge (if you do not know the answer, can you figure out where to find it, etc.).
I have used this method to get students to ask questions and it is a good way to get things rolling. Another way is to take the place of the student and start by asking something really silly, then one thing leads to another. This works with elementary students. If you can get students to laugh they can relax. This works for all students.
josh
I usually pose a problem as to what would be the correct solution to resolve it.
This problem is based on exercise previously worked on so students should be familiar with the steps involved. This also works as a review for students in class to refresh them on proper steps to required.
Hi Fern - Terrific - showing your students how what they are learning is relevant really important.
One technique I have used in my math classes in order to encourage students to ask questions is to tell them that when they ask a question they are helping out their fellow students. I tell them when they have difficulties with a particular section I know there are other students who have the same difficulties, but might be too shy to ask, therefore they are realy helping them by asking questions.
One of the techniques I have used is to relate whatever topic we are on to a contemporary issue. For example, in my critical thinking class we were discussing the moral responsibilities of corporations and I related it to the current corporate bailout.
Hi Jen - Being able to "read" visual cues is an imortant skill. When I teach an online class it is something I dearly miss!
I read my students facial expressions to assist with my questions. If a student looks stumped, I will say "George, you look puzzled - what's up?" If I see a student nodding in agreement, I will ask that student to elaborate on their thoughts. No matter what type of answer the students give, I always provide positive reinforcement and feedback. This seems to work well for me, and also encourages other students to speak up.
Having the students engaged and interacting makes for a dynamic classroom Erik!
This is going to sound a bit strange, but it works and my students seem to enjoy the challenge.
I start the class with a lecture (as usual), and give all the back ground info/details/nitty gritty/etc.
After the lecture I give them an order slip, the kind they would have to fill out daily in the field and say "This is just like your first day on the job, I need these order forms filled out ASAP."
The forms are directly related to the given lecture—but not surprisingly I am met with the Deer in the headlight stare from the entire class. I then go on to say that I am not going to help them fill out the forms, but I do direct them to where the information can be found, and allow them to work in groups.
Once in the groups they rely on each other and ask each other questions, some answers are right, some not so much.
After the class has spent an hour or so on the task at hand we regroup in the classroom and go over the order form.
At this point, there are many questions, like: "What does this mean?", "Where can I find that info?", "Was that covered in the lecture, the reading?", "How does this relate to that?"...
I find that this exercise helps build their self esteem, allows them to start networking, shows them that they are capable of coming up with the correct solution, and gives the lecture as well as their problem solving abilities relevance to their educational goals.
I always try to ask questions that are clear and simple. I give examples and analogies to help the student visualized the subject in question. I do short lectures, power point presentations and write on my white board a lot. I supply student with handouts they can use to write their notes in. I try not to bore them.
