Hi Julia- Your organization is certainly going the extra mile to engage your students and to effectively assess them.
Really excellent Thomas! You must have a very dynamic classroom.
Hi Flavio! I think you really do a great job in engaging your students before you start to present. Too often we lose them before we even start!
I agree with all methods mentioned.
I also believe that getting the student involved in the subject or question. Make them a part of it. Coaching them into this is easy when you base the topic on something that has had to them. Like taking a Doctors appt. How did it go? Now what was the problems? Get them to see both sides of the problem. This will allow the student become an effective listener. Then group them and challenge them to come up with solutions; a group solving skill will ehance thier personal and social skills at the same time.
One of my ways is: Getting the student involved in the subject. Make them a part of it. Coaching them into this is easy when you base the topic on something that has had to them. Like taking a Doctors appt. How did it go? Now what was the problems? Get them to see both sides of the problem. This will allow the student become an effective listener. Then group them and challenge them to come up with solutions; a group solving skill will ehance thier personal and social skills at the same time.
I would usually start a presentation by presenting the topic, then trigger participation by asking: "Anyone as had any past experiences relating to...?" or "what do you think could be important about...?" or "Who knows what xxxxx means?". Then I generally give a direction to go with the next questions: "Yes, you have the general idea. Who can give us more about...?"
And on until we have coverred the points I intended.
I have used relay or redirect to both the whole class and individual students. If I have someone or a couple of students who have not been actively participating in the discussion, then I will call on them by name. Another thing we are experimenting with is using technology to get everyone to participate in quizzes. There are also programs available where responses to questions can by typed on computers an projected on the screen anonymously. One final technique that could be used is to ask every student to write down at least 2 questions. You collect all of the questions and read them out loud or write them on the board. You either answer the questions or have the class answer the questions or use a combination of both techniques. If a few different questions appear several times, then you can easily identify areas of confusion and expand or revisit those topics for clarification.
Control of the classroom is a must. Make sure that you have set the rules for answering. Do not allow someone to blurt out the answer. Ask the question, wait a short time and then call on a individual who has raised his or her hand. Do not call on the same person all of the time. If you get no hands for response then repharse the question. Still no answer, Once again cover the high points of the material. If you still do not get a answer then you can assign the students to find the answer before the next class meeting.
I have always had the students feed off of each other. If someone asks a question I try to have the other students answer it or at least divide into groups and try to find the answer. This way I know that they getting the information.
To prevent the "jumping in," I have the students write the answers down to three questions, and then pause before going over the answers.
This is also useful in getting students used to being able to deal with colleagues or customers who may be talking about the same subject but using different terms or descriptions.
I will ussuallyreview material, and not use the same terminology that I used to introduce the material, and see who truely understands the information.
I agree that asking students who may not know the answer, to get them more involved, and to stimulate class discussion.
I use a little underhanded method of questioning; I will deliberately ask questions, not only the last student but of other students that I believe will not know the answers. Using this method I can effectively do a review working all the back to the foundation and then work my way back up to the question at hand. This way I can involve many students, stimulate class discussion, review and reinforce the subject material.
I usually go around the room and ask certain students perticular questions. Sometimes I'll ask a question and say "can anybody answer this?"
A good way to get everyone involved, Jay. How large are your classes?
That is just like our daily labs...
Some labs students will work in groups.
I find that when the student that is a stronger student they will complete the task. Then they will help others that need help.
Instead of doing Demo's, everybody goes through the same procedures at the same time. We can have Q&A when we are going through disassembly and assembly!
This is an ideal way to get your students involved. It's also why in career/technical education, having faculty who have spent time "in the field" is so important.
I teach HVAC/R and have found that using a personal experience from the field such as a service call,can prove to be very beneficial to the class as it can motivate all to reason and problem solve. I first start by giving the class the problem presented by the customer. From thier possibility's as to what may be causing the "no-heat" or "no-cooling" call on the way to the customers residence are reasoned on. Then a picture is painted as to what is seen upon arriving at the residence. It has proved to be a good tool because the students will soon be in these scenario's upon graduation and getting a taste of this seems to get the attention of all the students!
