Hello,
One questioning technique that seems to work pretty well for me is to ask students a question that relates to their own personal life experiences.
I have found that the most effetcive tool is wait time. It is very difficult for teachers caught up in the rythm of their lecture to allow proper wait time (5-8 seconds) for responses. Don't be afraid of the silence, the benefit will be fantastic if you allow your students to become engaged.
Hi Charles - wait time is really useful athough it can at times me a tad uncomfortable! ;-)
If we jump in too soon our students wheels stop turning; much better to allow them to ponder for a bit.
I think students tend to stay away from answering questions for fear of "making a mistake" or "sounding stupid". If I am looking to start a good discussion I like to make students relaxed and willing to participate. Since I am a language teacher, I model the language or vocabulary we need to practice by talking about myself as an example. Then throwing out a question to the class. As in, I am tall and have dark brown hair. Can you describe yourself for us?
I have used the Socraatic technique without even knowing it's definition. I truly believe that I will learn as much from students as they will from me if I use this approach.
It also has been very important to me to reward those who attempt to answer my questions even if the answer is incorrect or not what I was looking for. I learned this when I was a manager at Citibank. Reward is what students and employees look for.
I am also patient and allow wait time to take its effect. Often I will pace, smile at them as they ponder the subject or question at hand.
Redirecting the questions, this tends to pull more students into the discussion.
Wait time is another good way to get students involved.
Hi Jason - Your method of teaching promotes active learning and will certainly get your students excited and involved. You also inspire critical thinking by using an incorrect answer as a jumping off point - "What would happen to the sauce if we DID use_____?" Well done!
In culinary a good example of one that I do is on the 5 mother sauces of cooking. Each has its own specific ingredents and donesses. So one person names one ( volute) one names the liquid( stock) one names the thickener(roux) what color (blond) etc. This gose throught the class and each one is reviwed in a open exiting discussion. If one is named wrong I ask what would happen if that was used and why this but not that etc.
Hi Paul - Active learning at it's best! Everyone up and moving and participating- excellent!
I have a student draw an electrical diagram on the white board and then have the rest of the class vote on whether it is correct or not. Whether they agree or disagree, they must describe why and show why on the board. Sometimes it takes four or five students to make the trip to the board brfore the final product is correct. It is all in good fun and everyone usually has something to add to the discussion. I have never had an instance when a student feels embarrassed.
In teaching culinary art, I find I have to ballance the why questions and the what questions in equal measure. This ties into the different types of learners discussed in the last unit, but also into the nature of questioning.
The why questions relate more to technique. Why do we add or pair certain ingredients. The what questions relate to specific knowledge, names of procedures or dishes.
Using both types of open-ended questions in class, and being able to respond to them, is a large part of preparing my students for success in the field.
Requesting the life experiences of the students regarding various course topics.
Hi Wendy- most often we use the brief intro or bio exercise as an icebreaker then never refer to that information again. By incorporating the personal information they have shared,when it is relevant, we demonstrate to our students that we value them and find their life experience interesting, Sooo important!
Hi Jmaes - I think most of us would agree we don't do it for the money. You aptly describe why we DO teach! - Thanks for making me smile on a Saturday!
The questioning techniques that promote the greatest class participation in my classes are prepared pivotal thought provoking questions for each lesson plan, questions that relate to the students experience and redirected questions.
I adore class dicussions. My students with all their diverse backgrounds are so interesting. It makes coming to work such a joy. I get up in the morning and have such a big smile on my face. I get in my old jallopy, smoke a cigar and watch the sun come up as I drive to my favorite job in the world.
I've asked the students to analyze an image we're looking at on the overhead projector so they become familiar with the process.
relating questions back to their personal life is the best way. On the first day of class the students write down interesting facts about themselves and then I use this information during the discussion times to form questions that pertain to their life experiences.
Wait time, divide class in groups for open discussion.
Hi Tony - you are wise to encourage your students to take the lead in explaining how they might handle a marketing campaign. Too often we rush to share our experiences as part of our instruction which can make sharing their own ideas intimidating for our students.
