
I assign particular questions to students that appear to be non-engaged. So i am basiclly forcing thier involvement. I also ask questions about what thier passionate about because students love to speak about things that are driven by the heart.
Silence has proven to be a very effective technique in urging the students to participate. They start to feel unconfortable and blurt out answers wheather right or wrong but that gets the discussion going.
In my first class, I make a point of saying that I'm not the only one in the class with the answers, that I value their opinions very much, and that the class is built on sharing views. I run my classes informally, and I usually have discussions. I'll ask questions that start with "What-if?" and "What do you think?" Sometimes I have the class break-out into small groups to brainstorm questions or concepts they would like clarified. In that way, no one student is "responsible" for the question, since it comes from the group.
Hi John - Welcome to Ed 103! Your questioning technique is especially effective because it pulls numerous students into the process. Best wishes for continued success in your teaching career! Susan
Before I say weather the answer is correct or not I will ask other students in the class if they believe that the answer is correct or can they add more to the answer.After this is done then I will comment on what the students have reflected on. In my classes there is more than one way to accomplish the same result in many cases so this is important for the students understanding.
I have used the jepordy format as a final review. It works great and gives students an out let for their competitive side while everyone gets the information needed.
Wait time has been a very successful technique because it gives the students a chance to gather their thoughts and give me a confident answer. When they are put on the spot to answer a question, they appreciate when the instructor shows patience in waiting for their responses.
I use questions on a daily basis to establish a dialogue with my students. There are excellent assessment tools and on occasion a great intransic motivation starter.
BY offering some questions I know the majority of the class know the answers to, it breaks the "I don't know the answer" tension, gives the students a few "wins" by answering correctly, & then I engage them in the questions I really want them to focus on. I've found that by allowing them to reach the low hanging fruit, they'll tend to be more responsive to the tougher questions.
Hi terry - Welcome to ED 103! You are wise to ask for your experienced students input! It will make them feel more invested in the class, decrease possible boredom and they will also serve as a resource for the other students. Best wishes ! Susan
I often have some students who have some degree of industry experience in the subject I'm teaching, so I try to solicit input to a topic by leveraging that experience.
Wait time helps the student think about the right answer and how the want to say it out loud.
Hi Krashania- Students love to talk about themselves and having them relate new concepts to their own experience will increase their retention of what they have learned. Well- done! best wishes - Susan
Ask the students to think about a scenario and follow with how would they apply to their lives or how has the concept impacted how they function.
Hi Randy - That is an ongoing problem in group activities - the more assertive students will take over the activities. Your solution is a good idea! Best wishes - Susan
Asking questions as a group activity helps formulate discussions with each member participating. When I see just a couple of people answering the question, I require that the individuals that didn't offer any discussion of the question, to be the presenters to the class of the answer to the question. This always makes them become involved with the discussion within the group.
Hi Karen - your review or wrap-up at the end of class is excellent! I also like that you don't just ask one question of a student if they do not answer correctly. From what you describe, you ask other questions that are more likely be able to answer, thus letting them end on a successful note. Well done! Best Wishes - Susan
When I wrap up class at the end of the day, I go to a white board and write the itmes we have produced with numbers to represent wither the ingredients used or the steps/techniques used to make it.
My students know from the first day of class that I call on everyone everyday, either going down the roster or up the roster so everyone gets a chance to speak up and ask questions.
So, when I wrap up clas I ask the technique or ingredient. If the student is unsure of the answer, I will provide them with clues as to what it was. If they are still unsure I will supply the answer by writing it on the white board, but I then ask the student additional questions.
The questions can beproduct oriented;
Was it your first time using this product? is it similar to anything else you have used? Could you taste it in the finasl outcome of your product? Would you use it again...why?
or technique oriented;
Have you used a similar technique before? Can we use this technique in other way? Can you explain to me how easy/hard you found this technique...why?
It is amazing to see all the heads bob up and down as a student explains their experience making a product or agreeing with a students statement.
I will always start the day asking questions about the lesson plan from yesterday this always sparks questions from the group