yes indeed, but to add to that, maybe ask them what would happen if you did not do the next step incorectly, and if there were a way to correct it and make it work.
I believe open ended questions are more effective. It leads to good discussions.
Starting class by asking simple questions on yesterday's topic.
Ending class everyday by asking students," What one thing did you learn today?"
Once they know that this questioning is a routine, it is easy to get participation.
If the material seems like pure theory, many students will lose interest. I try to show how the concepts are applicable to the real world. For example when I cover operating systems I talk about all of the devices around us that have operating systems running on them.
I like to use questioning as I lecture. I will stop at different key points , and ask questions to see how much information the class is getting. I also use questioning at the end of lecture to try to get an open discussion started on the subject. To me it seems when you have this topic discussion going it tends to draw out questions that the students may have.
Usually when I get towards finals I will play a Jepordy style game with all of the students where everybody has a turn. I will divide the class into groups and each student will have a chance to anwser a question. This makes for a livly class.
HI Uwe- Thanks for your post to the forum! It is challenging to make our classrooms places for open discussion as you mention,but the results are excellent in terms of student success. Best wishes - Susan
HI Lachlan- I agree- students have to understand that they will need to particpate in class activities which will include answering questions. What you describe though is the ideal situation in which a student is made to feel safe in participating. Best wishes for continued success in your teaching career! Susan
emphasize that this is an open discusion...take the fear out of giving a wrong answer
Well, I think much of this comes down to the standards you set, and your teaching style. I let my students know on day one that I will call on them. I hated being called on in school, but it made me more prepared, and this happens in my class. My classes are safe places to be wrong, but not comfortable, relaxing places. My students need to be on their toes, but I also am very careful never to embarrass, belittle, or demean.
This is uncomfortable for the first few days, then the ice breaks and I tend to have excellent involvement.
I will never forget a strategy that one of my instructors used in grad school...he asked a question to a non-participant and waited and waited. The tension was palpable. It felt as if time stood still. That student finally answered, but never returned to class.
Hi Isaac- Welocme to ED 103! Why weren't you around when I was taking Physics?? ;-)
Seriously, having the ability to put your students at ease in a demanding course is wonderful! Best wishes for sontinued success in your teaching career. Susan
I would agree that there are a number of different methods to encourage students to participate in class discussions; I have found that initially breaking the ice is the most crucial part. In teaching physics it can be very challenging to encourage participation, but through humor the defenses that some students have may be dispelled. For instance, we will start with the answer and then work backwards to find the questions, the most obvious answer being 42, the question to Life the Universe and Everything can often lead to some interesting dialectic. While this is a humorous anecdote it tends to set the students at ease and then we can discuss difficult concepts and often even the most “non-scientific” student will participate. Once the barriers are down and the rhetoric begins we can move into complex subjects and everyone stays involved.
Hi Marc- Thanks for a really useful post to the forum! Best wishes - Susan
Hi April - I agree, students love to talk about their experiences and even the shy students will generally particpate. Best wishes! Susan
I like to begin with some factual information about the topic and then explain how it relates to real world applications. I then try to add humor to the conversation and probe for understanding with a series of very easy questions. When they get them right it seems to promote responses later on in the discussion. For example, I have an answer in mind and have to prepare 4 or 5 questions which act as a logical map as to how to find the answer. Once they have confidence it changes everything.
I will sometimes kick off question sessions with opinion questions that are relevant to the material but require only an opinion, not mastery of the material or any sort of expected answer. Sometimes it can encourage more reserved students to enter the dialogue, because there is no wrong answer and it usually relates to their personal experience.
If I still can't get a substantial answer, I may rephrase the question as a simple "yes" or "no" ("Do you think....?"), then follow up, asking to them to expand on that response.
Bringing in the students personal experiences have caused for big group disscusions in my class. This allows for them to really learn from eachother.
Hi Jeris - I think that technique is really great; it allows the students to make the connection between what they know and how the new material will add to that. Well done! Susan
I like to introduce a new unit to students with questions. For instance, before introducing argumentation in class, I ask them to consider what comes to mind when they think of an argument, what controversial means, and so forth.
This seems to work well for students at the beginning of a new unit because it shows them how the unit will build upon what they already know.
