I make sure each of my student participate in answering questions from their homework. Each one of them gets to answer a question from their homework. That way I get their attention and they participate in class discussion.
I create small groups and ask them to create at least 5 7 questions per group over sections that I have lectured over and see how close they come to actula exam questions. I also take this opportunity to get them to discuss what they got out of lecture and why they chose those questions. We have a blast and it is beneficial to the students.
This may be more suited for questioning techniques and the learning process. My role in the classroom is limited but I have sessions regarding library research during other classes. I like to ask questions when students need to do research and their research strategies. Since many students rely on Google it is a great way to introduce alternate ways to research and locating reliable information for research.
Hi Melissa- Yes, students are often surprised by what they actually know about a subject we are presenting. Susan
When we start to talk about new material I like to start with questions to the class, to access their knowledge. I like to do this by just getting them to talk about a subject and how they may have come across it in "real life". this gets them excited, about the subject, and can help ease some fears of them thinking they know nothing about the subject.
Hi Deanna - Thanks for your post to the forum and for sharing an excellent idea to get students to come prepared to the next class! Best wishes for continued success in your teaching career. Susan
Hi James- Thanks for your post to the forum. I like your idea of asking for clarification on why an answer might be false. Best wishes for continued success in your teaching career. Susan
I try to use probing questions that are yes/no and try to get them to expand on the information. I have just started experimenting with true/false handout and asking the student why an answer is false. It g=ha improved the ub=nderstanding level.
At the end of each class I tell the class to come in the next time with questions they may have after reviewing the new material. I tell them that I need at least one question from each student and that if they don't have questions I will have questions for them. During the next class I have the students ask their questions and get input from the rest of the class. The other students will give answers or agree that they are unclear on certain topics. This helps me to know if they understand and if I'm effectively covering material.
I start off my assessing what they feel like they have gotten from the lecture. Then I pose case scenarios and ask for input. I then ask fro students to get into groups and pose questions of their own.
HI Denise - As an ex-Debate Coach I completely agree with the value of having students argue the pros/cons of concepts! Best wishes for continued success in your teaching career. Susan
Hi Steven- Thanks for your post to the forum. Yes, getting students to relate concepts to their personal experiences is very effective! Best wishes for continued success in your teaching career. Susan
ask student to relate his or her experiences to the question so that it is personal.
I enjoy getting students engaged through creative questioning. I feel this draws them in and makes them part of the lecture or presentation, makes them a vital party to it. I also enjoy it when they question one another as well. I enjoy giving student groups theories and topics where their responsibility is to pick a side and argue that side referencing material from the text, lecture and presentation. I find it helps tremendously.
From time to time, a shy student will email a very relevant question to me, instead of asking it in front of the class. I encourage her by telling her that her question is likely something a lot of people wanted to ask, but didn't. The next day, I'll bring the question up, and find that many people want to discuss the question. In this way, I feel like I get the shy people out of their shell a bit, and encourage others to ask questions as well.
Some questioning techniques that I have used that were sucessful in getting the students to participate in class discussions were to work inhibitly with students by encouraging responses, reinterating the importance of everyone contributing in discussion, as well as letting them know in advanced what will be discussed and allow time for them to think about or I could say gather their thoughts before discussion. Even allowing students to write down quetions or answers before discussing them, have been sucessful for me in getting students to participate in class discussions.
Turn the questions into a game such as Family Feud, Jeopardy etc. It gets them up and participating and it helps them to remember what was being discussed during lecture.
I asked the students for their life experience. When the topic is reception area or first doctors visit I asked the students what happened at their last doctors visit and how they were treated. I remind the students how they felt when they were mistreated by receptionists and this always has sparked many stories from various students.
I also like to start with an open ended question to solicit multiple responses. I then like to follow up by changing one element of the original question and ask whether that changes the response. At least in my field, answers can be very fact dependent.
Hi Gloria - Thanks for your post to the forum. I'm sure that your students become more engaged by the "Question of the Day" as it gives them a goal that will make them pay attention. Best wishes for continued success in your teaching career. Susan
