I give a senerio and have them suggest different
solutions which are possible.
I have found that allowing the students to participate in part of the questioning process works. I sometimes have the students make the questions for the Jeopardy game. When they are part of the process it makes the question and answer session alot more fun.
I like to ask questions like: "well what do you think about this?" and "How would you interpret this"? Things like that spur thought and not just yes and no answers.
Ask the student something on thir level of value about their expereience and generally they open up.
I will tell a story of one of my experiences in the field that backs up the discussion topic then I will ask the a critical thinking type of question.
To encourage participation in class I attempt to asked questions where the student can focus on life experiences. I have found that my students are more out spoken when than can relate to a life experience.
I try to ask questions that let the students participate and contribute to the math problems being discussed. I have asked students to put their work on the board and to explain how they solved the problem. One thing I have started recently is to make a mistake and encourage the students to find what I did incorrectly. However, this has an inate danger that a student that is not paying attention may sometimes think the mistake was correct. Also, I may do a problen correctly, but not use the most concise method and then let the students suggest improvements.
In the law school setting, I frequently use open ended questions to get the topic rolling. When discussing a particular case - if discussion drags a bit - I will separate students into trial teams: one group representing the plaintiff; the other group representing the defendant and ask students to discuss what arguments or points they could make on behalf of their "client". I typically will give the students a few minutes to "brainstorm" their positions. This exercise typically generates a lot of discussion and student participation.
True! thats what i like to apply in my class and make my students to think and analize the correct answer
I like to ask questions that are scenario based, where multiple students can add a part to the overall answer. I also ask alot of how does this work, what are some contributing factors etc...
redirecting the questions during lecture session helps and also give some students time to process the information that is being given.
The questioning technique that I like to use in get students to participate in class a discussion is to call on students sequentially with a question. If they pass, then anyone can answer the question. But it comes back to the same person to answer a question before I move to the next student for the next question. That way all students answer a question.
Calling on students to recall life experiences is a great way to connect upon previous success. Non-traditional students come to class with a large amount of life experiences that they are willing and looking forward to sharing. The key is to create connections with course content examples that students can connect. Creating ways for students to connect material to situations and experiences they already have makes the material real. Even if the student does not have that experience, a great hypothetical example creates the same understanding. Asking, “Have you ever,†or “Do you know of a time†are great open-ended questions.
Hi Clayton- You are obviously ensuring that your students feel comfortable in questioning sessions - great work!
I have found asking an easy question 1st to get everyone started and then work into the questions that I really want them to answered, works best for me.
I think having students share their personal experience is great because it helps the "quieter" student to open up. Everyone has some personal experience that they have had. Also, it helps build rapport between the students and the instructor. Also, the instructor can takes those shared experiences and then ask open-ended questions like "How did you feel when that happened to you?
After making a point in a lecture or demonstration I will stop and ask students to explain how this applies to a real life situation or application. Having them draw upon their experience makes them more confident to answer.
i have found that its a great idea to ask students questions about the course that im teaching so i can get a better understanding about how im getting my point accross
I sometimes ask my students questions that make the subject matter relevent to their everyday lives. Questions that begin with "Have you ever..." or "You know when..." often get the conversation going as students begin to tell their experiences. If we are learning anatomy the questions might be about something thast they may have physically felt, or an illness that someone in the family suffers from. It helps to peak their interest in the topic.
Hi Harry - I am so happy that you found ED 103 useful! Best wishes for continued success in your teaching career. Susan
