For x-ray evaluation, I ask 1 student to assess three factors, then ask each of the other students whether they agree or not. The whole class gets to ask questions of each other.
I like to get the students to ask a question then we build off it and discuss
As I'm questioning students, I move around one side to another making eye contact with students. I feel it is reasonably effective in increasing the pressure to respond. I am seldom static. Moving target is harder to hit.
Actually using the Socratic method and taking the student's questions and answering them with another question. This makes the students get involved and answer the initial question for themselves.
People generally like to talk about their family, kids etc. It is a topic that everyone can talk about without intimidation. Encouraging conversation on these topics, helps to get students out of their shell and eventually helps them to converse about lecture topics.
I always try to relate the new material to what was already learned, and I do this by asking questions to the group. This also opens the forum for any discussion about the past material as well as the new material that the students may not understand.
I like to use questions that relate to the field of study that they are in. i.e. If a client wants to show the piece on the web, what format would you choose and why?
In addition to open ended questions, I try to learn about each student individually and pose questions in ways that relate to their life experiences and then redirect their answer to an example of a real-world scenario.
I have asked "what do you think" questions and sometime I will ask questions where we have just gone over the answer (so the answer is obvious). This lets me see if the students are paying attention and if the information has sunk in. This will often lead to other student asked questions in regards to the same topic.
Having great knowledge of the subjects, I enjoy being able to submit points within a discussion that I know will lead to greater discussion. I warn students that I will sometimes submit points in a discussion with which I don't necessarily agree but reflect the opposite side of the argument.
I ask questions that they can relate to, when they answer correctly, it builds confidence and encourages further participation.
Hi Richard- Thanks for your post to the forum - I teach Leadership also and love the discussions as well. I often have students who thought the class would be "stupid" tell me later how much they enjoyed it! Best wishes for continued success in your teaching career. Susan
I like to use the personal experience of the students or ones they have witnessed, both good and bad depending on the event. Many of my classes are about leadership. This in itself leads to great discussions, but only after the ice has been broken and you get the students involved. There seems to always be a few that you have to work with to get them involve, but by identifying them as earlier as possible and directing specific questions to them usually gets them in the ruckus.
Hi John - Thanks for your post to the forum. Where were you when I had to take my IT class in my Graduate program? LOL! I love your strategy of breaking larger concepts down and relating them to concepts students already understand. Best wishes for continued success in your teaching career. Susan
I like to find ways to relate a new concept in the class I am teaching (Information Technology) to something they understand well from real life, then ask questions from there. For example, when talking about how data gets broken down through the processes of the OSI Model in Computer Networking, I liken it to trying to eat a foot long sub sandwich from Subway. Of course, no one can eat it all in one bite, it must be broken down into bite-size pieces, the same goes for data being put out on the network for delivery from the sending computer to the receiving computer. I ask them several questions along the way leading them to telling me that the sub sandwich is still too big to eat and must be broken down further, then I use that to draw their attention back to the next step in the OSI Model where the data is broken down until it exists in data packets and is ready to be sent across the network.
Also, if a student is not participating, they will become the student I will use in my example who is trying to eat the sandwich in just one bite. This provides a sense of humor and gets the class to open up a bit and have some fun while "digesting" a new concept.
HI Aimee - Very creative "Fish Bowl" idea! Thanks for sharing! Susan
I like rapid fire. I also like the silence approach sometimes. I have found either one successful when mixed with humor. FOr me it is the best way to lighten the mood and get people comfortable with talking.
I have a fish bowl that I sit in the middle of the room so that as we go along students can ask questions by putting them in the fish bowl. Each student is given three cards at the begining of clas that they can use for asking questions. Then through out the lecture I can grab them adn answer the questions with out the students feeling pressured.
Hi Sara- Thanks for your post to the forum. I really liked your idea of giving discussion questions to students in advance! Best wishes for continued success in your teaching career. Susan
