In the material we teach at our school there is often grey areas and more than one correct answers. I often tell people that there is no incorrect answers. I use some of the responses at ways to segway into experience stories I have encountered or ask others if they have anything to add to what was discussed.
Hi Theresa- You are obviously an instructor who really engages with your students! Students really are touched when we remember and use in class something that we remember about them. It gives them a better sense of self worth and increases their engagement in the class. As I get older , I find I have to make notes at the end of class so that I remember some of those bits of info to use in future classes, but that ok! :-) Best wishes - Susan
Hi DJ - Asking your students for their own opinion on a topic is a great way to get them participating without the fear of giving a "wrong" answer. It's an excellent first step to getting them comfortable with questioning. Best wishes - Susan
Hi Kathi - I completely agree! Asking students to share their experiences makes concepts more real and applicable. Questions like "How do you think you will be able to use this on the job?" get students to grasp the relevance of what they are learning. Best wishes - Susan
I ask students to relate actual experiences, to the lesson. In my food safety and sanitation class, I always ask if they have ever experience any of the illnesses that I teach them. I also ask if they have ever notice unexceptable practices before. I believe that it is extermely important to make what we teach relevant to what they will be experiencing out in the industry. Sharing actual experiences can help other students remember concepts better.
By asking questions in the personal nature of each student, each student has an opinion regarding what is relevant. By asking the students to expand on the relevancy to the topic, they all become involved with the learning outcome.
Ask the student his/her experience as it relates to the topic - try using a "universal" when correlating a subject (such as rain, fireworks, etc. that they all have experienced) - I also draw upon their own personal experiences (on their job, their hobbies, etc. based upon what they've told me - correlate the subject lesson to a prior student experience that I remember they have shared (such as conscious / unconscious connection and how it relates to their drive to school today - whether they can count the number of red lights and green lights they encountered)
Hi Dianne - Students love to share their experiences and are so much more comfortable talking in that context. Best wishes- Susan
Hi Michael- Thanks for your post. You are very aware of your students feelings as you ask questions. This is a really wonderful characteristic and the mark of a good instructor. Best wishes for continued success in your teaching career!
when i am looking for the class to get involved what i try to do is ask a question and relate it to some other information that they should have learned. sometimes it back fires and not a single student know but then they realize that the informtion is getting revistited and therefore is important. so altough i said backfires, it actually produces a richer reward in the long run. i also try when someone answers a question with an answer that is not what i was looking for i go back later and ask a question that has the same answer as that person gave. this gives them positive reinforcement that they are contributing correct answers after all, even though the first one was not spot on.
Some of the question techniques I have used to drawn them out and into the converstion are: What is your experience in this industry. We are discussing a topic how would you do this at work. What is the process you would use. Can you give us an example.
Hi Christopher- Welcome to ED 103! I think that is an excellent technique, it does give you a clear picture of whether just one student missed the material or the whole class has a deficit. Best wishes for continued success in your teaching career! Susan
If I have a student that asks a question about something that I have just lectured on and s/he should know the answer. In this case I pose the question to the class and let them provide the correct answer. This way if they cannot provide the answer then I know there is a broader problem than one student not understanding.
Following a chain of events, in other words how the answer to one question leads into and affects the next.
Hi Bill - On the surface that seems like such an insignificant difference but it does indeed make a difference in students responses. Thanks for sharing that! Best wishes - Susan
One of my colleagues uses this..
Instead of: "Do you have any questions?"
She says: "What questions do you have?"
I try to use real world problems as a means to get students to participate. As I’m asking a general question, I will redirect it by asking if anyone has or had a similar problem. I have found that students are much more likely to get involved when they are able to bring personal success stories to the discussion. I also use case studies and challenge my students to relate them to their present situations. I try to show how solutions found in the case studies can be used in their daily lives.
Hi Julia- Welcome to ED 103! You bring up a very important point - we need to be sure to really listen as our students are speaking. Too often instructors are thinking about what they will say next rather than really absorbing what our students are saying. Best wishes- Susan
Listening to the student, really focusing on them and waiting till they have finished speaking, asking other students for imput on the answer and rephrasing the objective of the day.
Let's look at it this way, or what if, type questions steer the thought to a different angle or approch to the same materal.Some times a fresh view can cause a break through in understanding.
