Questioning Techniques
A most effective technique for almost all subject matters is relating qusetioning to haow it effects inividuals personally. As the group is usually diversified, so are the points of view, and consequently the discussion becomes a chain reaction.
I often make a Jeopardy game and split the class into two teams. Students enjoy it and they look forward to class.
Have them relate personal stories
A consistant follow up of the recent discussion of "Do you follow me?" or "know what I mean" and following that up with more examples and a q&a.
Hi Robert - I'm happy that you have gotten some good ideas from this course! Best wishes! Susan
This course has taught me to incorporate wait time for student responses. The 5 to 10 seconds of silence did seem awkward the first few times I tried it, but I have noticed more participation from students. It a great questioning technique that everyone should use.
I also reply to student questions when I don't know the answer. I tell them that I will do some research and provide them with an answer later. Instructors lose credibility when they make up an answer.
What are some questioning techniques that you have used that have proven to be successful in getting all students to participate in class discussions?
That is an interesting technique, Robert.
Getting the right answer is not always the same as explaining why it is the right answer, so true!
I found that when I moved from student to instructor learning how to explain why something is correct really demonstrated to me how well I understood the topic, or not, ;-) Lyn
Telling them what the question and answer is in the discussion and then questioning them later.
I have found that asking questions that relate to the student's life as well as the information that is being taught in the class has helped to get more students involved in the discussion. Like most people, they enjoy talking about themselves and it shows them how they can relate to the material.
I agree. I use wait time + write time. This way I know that all of my students have had time to process the question and answer it. I will then call on studetns for answers. After I have called on one student, I will open the floor up for other answers and respoces.
Basing some questions on there own experience .
Hi Stephanie - Thank you for your post. You are wise to begin each day's class with a review. If we are trying to build on the previous day's material and the class has not got a firm grasp of that, our future effort is pointless. Best wishes - Susan
HI Lyn - Thanks for some good ideas that we all can use. I really like letting students occasionally work in teams. They seem to enjoy it and it helps them to build skills they will use in the workplace. Best wishes- Susan
Every morning at the beginning of class. I am questioning my students on the lecture and production of the day before. I can tell if the delivery of the class has been understandood. If not I will revew anything they might not have understand.
Wait time has been successful in getting all students to participate in class discussions.
I use open ended questions and also ask them to draw from their on experiences.
If it's a question I asked and a student has answered, I ask the rest of the class if he/she is right (or "on the right track"). If it's the right answer or at least a good one (I teach writing, so there aren't a lot "right/wrong" issues) I ask the student(s) to explain *why* it's right. I tell them it's not enough to be right; I want to know *why* you're right, with their explanation using both our classroom terminology and their own words.
If it's a question that a student asks me, I tell them point-blank that very often, I'll be the mirror, and bounce the question right back at them, or to another student. Sometimes the question/answer mode stops the student's thinking: they wait for the teacher to provide the answer. They've given up, in other words. I freely tell them that very often, I won't answer they question. I'll simply bounce it right back at you: "Well, what do YOU think would be the best way to begin that paragraph?" It's understood through daily interaction that I WILL answer the question; I WILL tell you what I think. But first I want to hear what you think. So if you're going to ask me the best way to begin the next paragraph, be prepared to tell me YOUR way, before I answer that question.
I want to keep them thinking. Asking the teacher the question sometimes means they've stopped thinking themselves, and I never want to let them off the hook that way, never want to let them stop thinking.
Hi Susan
Verbal question is for me a better metode in my class and to have a better communication with my student and me but also to make sure my students understood what I try to teach them
Eric
