Hi Jennifer, Thanks for your post to the forum. I am glad that you found this Module helpful! Best wishes for continued success in your teaching career.
Susan Polick
I would first assess the class and how willing they are to participate with answering questions. If the class is not willing to participate freely then I would assign questions for them to prepare the answer for and present to the class the following day.
tHIS SESSION REALLY HELPS ME TO SEE HOW IMPORTANT OPEN ENDED QUESTIONS ARE.
I agree. This was very helpful and are very good ways getting students to become more engauged in discussions and question why they need to know the information and question it's limitations.
Hi Steve, Thanks for your post to the forum. I am glad you found this Module useful! Best wishes for continued success in your teaching career.
Susan Polick
this session was very helpful I now have a better understanding of how to ask questions before and after a welding demo
This session was very helpful. I am going to try several new avenues of questioning to bring the students into the discussions. I will also try and ask more open ended questions at the beginning of the class and the more closed ended questions at the end. I also like the idea of having students write down some of their questions and pausing between the answer.
I like to start my classes by asking questions about baseline knowledge, i.e., What can you tell me about your heart? I always like using open-ended questions, challenging students to thinking "outside the box". I really disagree on the quiz question, how to do get students to answer more questions (sorry, I can't quite remember the exact question). I do rememeber, however, was praise the student. I chose the answer have the student make their own questions. Sometimes, I really feel we spend so much time praising the students when we really need to teach them accountability, focus, and critical thinking. I really enjoy and my students enjoy critical thinking. Believe me, I am all for praise in the classroom, but the most important thing I can teach them is critical thinking.
Hi Thomas, I agree - when students understand the relevance of what they are learning, they are more likely to understand and remember.
Susan Polick
I instruct a technical subject and have learned thru the years that if I show the students the subject first and go over how it works or operates the students are better equipped to answer questions associated with that device or subject matter.
I give my students a relevant clinical example that pertains to the question. They are more comfortable answering to a relevant experience.
I have always just questioned students and praised them and encouraged them. But this was a great module with great information for me to try so hopefully it will help them retain the information.
I agree with this asking broad questions would encourage more participation
Hi David, Thanks for your post to the forum. Your questioning technique certainly prompts good discussions! Best wishes for continued success in your teaching career.
Susan Polick
I teach Business Law primarily, so the students are usually very interested in the topics and have some familiarity with them. I like to ask open ended questions to the entire class that will prompt strong answers. Then I will explain why the law is actually different than what they thought and why. I can actually see light bulbs clicking on with some of the students.
Hi Andrea, Thanks for your post to the forum. That would be a good way to boost students' confidence! Best wishes for continued success in your teaching career.
Susan Polick
I ask questions about a previous lesson I know they know the answer to and then I ask questions about the topic I am getting ready to teach.
Hi Robert, Thanks for your post to the forum. Yes, when students see the relevance of what they are learning they become more engaged. Best wishes for continued success in your teaching career.
Susan Polick
I try to find information that is relevant to the students in a real world circumstance, then fashion questions from that information.
I believe asking what the students already know about the subject can jump start participation, then you can go on to correct any wrong info and give insight on what they do not already know.
