Not only does questioning get the students involved, but it helps enhance their critical thinking process.
By asking questions they need to research the topic for. Another way is to ask an open ended question requiring an answer the next day.
HI Todd - Thanks for your post to the forum. Wow- you make a very important point! Teachers must be continually learning themselves or they do a diservice to their students. Best wishes for continued success in your teaching career. Susan
I think this line from the module sums it all up,
"The problem with teaching facts and techniques is that they often soon become obsolete. The object of education is the pursuit of knowledge and this is inherently an ongoing process."
We can't create an ongoing process of education without questioning what it is that we think and know. An instructor must be as ready to "learn" as s/he is to "know."
It allows them to try an formulate what it is they really don't understand. Now the questions can be used to obtain this needed information.
HI Linda- Thanks for your post to the forum. You are using questioning effectively and in a way that builds confidence and comfort. Best wishes for continued success in your teaching career. Susan
By reinforcing correct answers you provide students with encouragement to be bold in asking further questions. By rephrasing a question when they have answered incorrectly, you may stimulate recall of the information, and again help them feel successful. Questions will begat further questioning not only in this class but in life.
Hi Thomas- Thanks for your post to the forum and an excellent exposition of Socratic teaching!! Best wishes for continued success in your teaching career. Susan
I generally tend to answer questions with questions. The questions I ask will lead them to the answer for their question by making them think about the material so that they get a greater understanding of the material and learn to apply that knowledge at the same time. When I teach advanced level diagnostic courses they get different questions. 50% of the time the question will lead them on the path to the right answer and 50% of the time the question will direct in another path away from the answer. By using this method it forces them to analyze their hypothesis by justifying their answer through the principles that they were taught in the basic and intermediate level classes. They find it intriguing because it challenges them and helps them to build their self-confidence that they really have learned this much and do know the answers. If they get really far off track, I will corral them and start leading them back to the promised land. If you raise the bar, you will be amazed at how many students will rise to the challenge and live up to their potential.
Asking thoughtful questions makes learners pause to consider an answer. Often their original response may be cursory or a repeat of book learning or something from the lecture. However, if the learner is asked to apply that knowledge, or integrate their own experiences into a response, the outcome is richer; the learner is excited; and self-direction to more knowledge occurs.
It empowers them to think about what they know about a topic and what areas of of interest to them. It also gives them confience to explore areas that they may find confusing or want more clarification on.
It encouarges them to seek out answers and learn more about the subject matter. So if called upon they can share their knowledge with their peers.
Hi Judith - That's terrific - I'm glad that it works for you! Best wishes for continued success in your teaching career. Susan
I tried this today. It really does work.
Thank you.
Hi Judith- This takes some real advance work. As you plan your lesson for the next class, prepare some questions that you know will be easily related to by those non-particpating students. This will take of course, getting to know them and their past expereince in advance. Then pose a question like, "Jane, I know you have worked in customer service for several years, have you seen this problem as well? How do you handle it?"
Might take some creativity to come up with some questions, but once they start talking in class it gets better! Best wishes for continued success in your teaching career. Susan
It provides examples of how to ask the important questions.
This is something I do that works well. (The background first- I have 25 or fewer students and I get to know each one of them through a beginning of the course information sheet and arriving to class early enough to visit with students and make a connection.) If a topic we are discussing can apply to a student's background or experiences, I will call on them. I "build them up" first. For example, "Jane you have worked in the health care industry for many years. You have the first hand working knowledge here and I would love to have you comment on______"
When I ask questions of my class, the same students are the one's who answer all the time. The other students just put their heads down and don't want to answer. What are some suggestions to help these "scared" students answer as well?
It help students think beyond the obvious and by thinking beyond the obvious they are more apt to ask additional questions.
The students begin to feel more confident in the subject matter being discussed
