Checking In Questions
I find that in teaching courses like Economics, I often ask "checking in" questions to make sure we are all on the same page. Often even though they've heard the language throughout their lives, it is a difficult concept to grasp. Because of this, it is important to me that we are moving as a group towards a common goal. Asking "does that make sense?" or "why would this be important" allows for a small discussion, but also allows for people who are confused to speak up. Does anyone have similar things they do that I can use to build upon this technique?
Bobbi Bricker
I also use the same techniques that you use Bobbi in regards to Checking In. It helps me make sure that in math we are not sliding over a topic that could later hinder student success. I think that it is important to also build good student rapport so that students do feel comfortable asking questions in front of their peers.
I also like to ask the questions, "is this making sense?" and "how can you use this information?" aloud to check for understanding. Like you, Melanie, I also want to make space for those who are uncomfortable speaking out in class to give me their feedback. I've been taught to have them write down 2-3 things they will take from the day's session, giving them a chance to let me know what they didn't quite grasp.
I enjoy reading everyone's input and techniques for questioning.
Hi Melanie- Thanks for your post to the forum. You are demonstating an excellent method for checking for understanding - great work! Best wishes for continued success in your teaching career. Susan
Sometimes I notice that when I ask the question "Does that make sense?" students will nod their heads in agreement; however, later on, when I'm assessing an essay, I realize that the students didn't quite understand.
I think this happens because some students do not feel comfortable saying that they do not understand an idea or concept. Oftentimes, they also feel as though they are the only person in class that doesn't understand although that is rarely the case.
While I still ask "Does that make sense?" during the class period, I will also have students answer specific questions related to the material covered. For example, after discussing how to write a thesis statement, I will then have the students practice writing a thesis statement. Before they begin, I will ask them to explain what a thesis statement is and what a good thesis statement would contain. This way, I allow students that might not ask questions in class to ask them in another way. I then address the questions during the next class periods.
