Using open-ended questions is a good technique...also putting students in small groups, giving them a question, give them a period of time to work on answering the question then come together as a class again and go around the room allowing each group to share their question and their answer.
last quarter we played a game to help with their final the students had fun and everytime they missed a card they needed they got asked a question and if they didn't know it they could ask for help. it was a great way to review
I use a modified Socratic method where I start with a hypothetical and then modify it. I know I'm being successful when students start adding their own hypotheticals.
Hi Mary - Thanks for your post to the forum. I agree that often we need to rephrase our questions. What may seem clear to us may not be to our students. Best wishes for continued success in your teaching career. Susan
Rephrasing the question until it became clear enough for students to feel comfortable volunteering an answer.
I would ask what would you do in this situation? And add some pointers on what I would do. Seems to help them in the real world areas.
I have the students divide in to groups and make lists on the white board.
The list is the highlights of the course and important information they need to remember.
i agree. its great when students really take time to critically think and come up with an interesting reply
HI David- It is tough to be trying to teach an entire class while at the same trying to pull the shy students into the class dynamic. As you point out, using group questioning is often a good tactic. Best wishes for continued success in your teaching career. Susan
HI Diana- Thanks for sharing a great idea for increasing student participation! Students love case studies and scenarios and they really help to prepare them for what they will see in the field. Best wishes- Susan
Open ended questions often work best for me. I find when I focus in on yea or no responses, I get less participation so I ask questions that require more response and further explanation.
When class size is not too large, I have prepared scenarios ahead of time, broken the class into small groups and asked them to answer specific questions related to the scenario. The students feel less intimidated and the small groups generate alot of input. I can then expand upon the subject with the entire class often invoking student questions and increased interest.
Many of our students come from out of town and so they are shy and may not want to participate. Getting group questioning participation often times breaks down these barriers.
I hvae asked them questions, called on them in an individual basis and ensred all students were participating
When i ask them questions about the lecture they feel involved, become enthusiastic and are more likely to participate and remember the subject.
We work a lot with specific cases related to our current topic. I try to ask questions like "What would you expect to see with...?" types of questions. Most students are able to participate and are interested in contributing.
Hi Terri - thanks for your post to the forum. I also like to use the group discussions. It is much less intimidating and makes it easier to "pull" the shy student into the conversation gradually. Best wishes for continued success in your teaching career. Susan
I call on students in a way that is not intimidating or uncomfortable by simply engaging in discussions about the relevant course content. I tend to encourage a discussion by the entire class. If that is not successful, I will break up the students into smaller groups and have them present some of their ideas to the class.
Hi Kyle - That takes some good memory skills but I'll bet your students appreciate it! Best wishes for continued success in your teaching career. Susan
I will ask a question and try to tie-in some students. For example, when discussing the olfactory system (smelling) and its role in the digestive system (eating), I ask what everyone's favorite food is. Everyone participates and then I use those examples to tie in the lecture.
When we come to questions, I recall those scenarios and personalize the quesiton for each student.
