Wait time is the my usual default. I combine this with redirecting questions to specific students if I wait for an extended period and do not get an answer. Often, I rephrase questions to help ensure understanding. But Wait Tims is very effective in letting the students know that I expect a response and usually draws them out.
The hardest for me to do, and yet the most effeective, has been wait time. I think many instructors push to cover material and too rapidly answer the question themselves. It takes constant awareness of the need to give the students sufficient time to reply for me not to fall into the same trap.
Easy ask them questions not related to the class. Something they like to talk about. That puts them at ease talking to the instructor and in front of the rest of the class.
1.Using a game format to ask quiz questions
2. Multiple choice, you can go over why the other choices are wrong.
3.True and False
I try to get every student to particiapte in class everyday at some level. Then the students who do not normally participate, I build their confidence in th subject matter, and they will be more inclined to ask questions.
I've found that redirection is very useful, especially if you can find an aspect of the student's original question that might otherwise have been overlooked.
Hi Lawrence- I really like the idea of an end of class forum. It of course gives you feedback on how that class has gone, but also makes your students feel that there input is valued. Excellent teaching! Best wishes- Susan
Hi Earl - I agree - students are so much more willing to share their own experiences with a topic. It also adds to the learning of their classmates, especially in terms of the application of what they are studying. Best wishes- Susan
Hi Betsy - I am so glad that you have found this class useful! I love sharing ideas with fellow teachers and often get some new ideas myself through these forums. Best wishes - Susan
The questioning techniques that have worked best for me have been wait time, and redirecting questions.
By giving the students "wait time" in the class time to consider the question given, formulate their responses - increases the number of responses and discussion that results.
Redirecting has also been useful - getting more students involved in the discussion. I have to say that this module has been really helpful to me.
Getting students to think is the greatest achievement for an instructor - motivating them to think is an art that I am working on every day. This module was very helpful to me.
I've asked them to relate a personal or professional experience that they might like to share. This starts a whole new thread that I gradually steer back to the main topic. I find it's important to let them talk when they have something to say. Sometimes the other students listen to their peers and respond more easily than to me.
I try and start with questions that most students will know answers to. I have seen this work well because it seems to build confidence not only for the student but for the whole class. If you start with a question that only one or two people know the answer to the rest of the class may start to think that they did not understand the topic.
At the end of the class I have a open table discussion were we talk about the events of how service went and techniques used for the day and reflection on things we can improve upon. Almost everyone has questions or items the would like to hear more about in detail.
Hi Amy - you are doing a terrific job of engaging your students in active learning! Best wishes for continued success in your teaching career. Susan
Hi Carol- I agree - starting class with a brief review of the previous onbe is always good practice. Best wishes for continued success in your teaching career! Susan
I like the practice of putting students in small groups and allowing them to teach or coach each other. They can role play and ask questions to test one another and ask questions about the current material. At the conclusion of the small group interaction, students report back to the class the questions from the group that were unable to be answered. The entire class can then work together to answer the questions or you can review the material to ensure comprehension.
At the end of the days production time I like to ask the students the procedure to making an item we have made that day or the day before. This helps to reinforce what the day's lesson has been or to build on the previous day's knowledge. It also affords me a chance to answer any questions that might have come up during the day's work that an individual student did not take the time to ask during production time.
Doing this also helps me to get a feel of which students may need some extra assistance on that day's topic.
I have found that often many students will jumps in with parts of the answer, just to show that they got it.
Carol Kravitz
Exactly Robert! Best wishes as you start your teaching career. Susan
If the answers to the questions are ones that I know they should come up with right away, I like to call on individual students. This way they know that they need to be aware that I will call individuals at any time to answer. I believe this tends to keep students focus. I also like to ask questions that make students think a little deeper about the subject. If it takes a little more thinking, then I will waite and let them sit in the silence. You can usually see the wheels turning while thinking in silence.
I have no classroom experience yet, but I do see the value of asking pointed questions that cannot be answered with a "yes" or "no". By doing so, the response (or lack thereof) will be an indication of the students' grasp of the material being presented. Which determines the next step: To proceed or to redirect.
