The first 3 things I might share are
Listen and interupt your response sometimes that can help identify problem areas
Provide an appropriate amount of time for response
Lastly be prepared to be asked something you don't know the answer too
George,
I use more open questions than closed questions. Sometimes though, I have to ensure that I deleiver my prepared material and curb any tangents.
Judy Mohammed
Albert,
As teachers, we need to keep challenging our students to help them think critically.
Judy Mohammed
1. It is important to ask questions not only to accomplish course objectives but to keep adult learners involved.
2. The proper use of wait time in questioning is critical but it is more so in dealing with students who have English as a second language.
3. You must incorporate open questions in your questioning technique.
I often use techniques as a chance for the student to apply what they have learned in the most basic sense to a new creative use. it really make the students think of how they can change a product using a simple flavor combination.
Germain,
You are so correct and your advice is very good. The students are in our classes because they haven come to learn. They may be familiar with the basics and it is our jobs to teach them the finesse.
Judy Mohammed
I would suggest the instructor consider questions to be asked in advance of class, and be cognizant of his/her mix of question types so as to plan for optimal student learning. I would also suggest the instructor remain open to students' individual styles of expressing answers rather than always expect neat, succinct responses. As long as the answer is correct, the style is not so important.
Jae,
This is good advice. Are you comfortable with using wait time?
Judy Mohammed
The first three things that I wouild share with an instructor pertaining to questioning are to use open ended questions, increase the wait time for the student response, and to continue to ask probing questions until receiving the desired response.
Lisa,
This is good advice. Do you use questioning often in your classes?
Judy Mohammed
If I was a mentor of a new instructor who has never taught before, the first three things that I would share about using questioning effetively in the classroom would be 1) Explain the major types of instructional question, 2) Discuss research findings about questioning, and 3) Discribe the four good questioning practices.
Jacqueline,
These are good pieces of advice. Wait time can be uncomfortable but is very effective when employed.
Judy Mohammed
Linnie,
I alwsys strive for critical thinking skills for my students. I find that students enjoy being challenged.
Judy Mohammed
I would share that I like to start a lecture with a question (open) to get the classroom thinking about the topic and to start a discussion. It is more of an opinion type question, I guess. It prepares students for the upcoming lecture and gets them ready to learn. The second thing I would convey to a new instructor regarding effective questioning in the classroom is to be patient and wait for responses. I sometimes jump the gun and answer the question, before anyone answers because I am uncomfortable with the silence but I am getting better. The last thing I would share is that questioning is such an important part of the classroom, it is very important to ask questions that get the students thinking so the classroom can be interactive. Depending on the content of the course, it can be very dry and boring, so questions help to break the monotony of the students listening to just the instructor and makes the content more interesting.
open ended questions make the student think and more important, participate without the feeling they are being judged.
Carlton,
This is excellent advice. Teaching is an art that must continually be improved.
Judy Mohammed
Sean,
Teaching is challenging and thqt is what makes it interesting.
Judy Mohammed
Well said,
We have many students that immediately 'Google' a question. I think this has limited benefit as well, they get to "answer" the closed part of the question but the 'open' part (Interpretation, etc... ) tend to get missed. I find I get lists of facts.
This has been a challenge in some homework. (I teach Physiology) I use some procedural and application formats but still it can be a challenge.
S
Barbara,
Good advice. Sometimes you need to limit your questions to closed ones depending on how much time you have.
Judy Mohammed
The first things I would emphasize is student preparation to answer questions. In order to answer a question one must first know something about what is being asked.
Second, the student must beimpressed upon that they are required to do something. This includes study, read, participate in labs, web based assignments etc. One can't build upon.
Third, make eye contact with your students. Build an attitude of "you can do this" especially if its a hard subjuct matter that student are intimidated by. Let them understand that they can adequately respond. You are appropriately pleased with thier efforts.
