I have used actual items(food)to spark a discussion. I also assign in class a word,relating to food, that the students then research to discuss with the class. Pertinent srticles that relate to our subject I read to the class, and this will get a discussion also.
I tell the students from day 1 there is no such thing as a "stupid question". Ask the question because there are probably other students in the class who have the same question but are afraid to ask. I teach marketing and I encourage the students to ask questions about how to handle certain aspects of a marketing campaign. Sometimes I turn the question back on them and have them explain how they would have handled the situation before I explain how I handled it.
This makes for interesting discussions because ther are numerous methods in putting a marketing campaign together
A great idea Susan - I think I will use that one myself. I'll bet it stimulates lots of self directed research!
Hi Ward- Welcome to ED 103! It can be quite the balancing act to keep questioing going in the right direction. Although, sometimes letting the questioning get a bit off track can lead to some interesting discussions.
Trying to get students involved in the subject can be tricky. If I get the ball rolling in one direction and they open up I can usually redirect the conversation and begin discussing the new subject matter. Once the class starts talking I can call on individuals to add their perspective. In this way I can begin a class discussion and once they start it usually just as hard to slow them down and keep them on track.
Asking open-ended questions such as, "what do you think about this?" work to get get students involved. Also, asking students if they have had prior experience in a particular topic gets them talking, b/c everyone like to talk about himself!
One technique I have used in class is to pose a question on the second day of class... but I don't let them answer it that day. I ask them to think on it over the next 2 weeks when I will pose the question again after they have received more information.
This generally creates a buzz about the answer and some creative answers. There is no right or wrong answer to the question, but it creates an amazing discussion and self-directed learning.
HI Farley - I agree totally - it also adresses questions from the previous class before adding new material which may also be lost in the students' confusion.
Hi Anne - Open ended questions always do get more responses. I like the idea of bringing in something physical to examine, explore and discuss!
The most successful technique I have used is showing a visual example through PowerPoint or actual physical materials brought to class and start in on a question such as "is this art or design" and why? Or could it be both? It usually is not a question to which there is only one 'right answer.' That makes discourse more fun!
Having students end the class by writing one question they may have about the daily learning can be a way to start the next day's learning and gives a chance to review information from the previous day.
Hi Ron - I am glad that you got some useful info from this module. I also have gotten some great ideas from the instructors that have been enrolled in my class. Best wishes for continued success in your teaching career!
This was a very enlightening module for me. I got a lot out of it. I will be asking more thoughtful questions in my classes.
Also..The tip to prepare five or six questions that can be asked at a pivotal time during class is great!
I do use different types of questions based on the learning objective. A broad question if analysis or thinking is required. A narrow question if recall of terminology or rules is critical.
There is nothing quite like presenting 'visuals' to students that promote questioning and controversy, both in PowerPoints and in visuals seen on field trips. For instance, standing in front of a display of contemporary furniture and asking students such questions that range anywhere from 'do you like this chair?' to 'what is your favorite/ least favorite piece of furniture and why' to 'which one of these items appears to be the most functional/least functional can be very stimu-lating. Everyone gets to participate and 'take ownership' and somehow become transformed through contemplating the visuals, versus being trying to part of dry and conjectural discourse.
Hi nichelle- You have obviously got tour students involved in active learning - well done. Having your students "teach back" is especially effective.
Sometimes students say they don't know. I know the student was present in class and actively participated. I them say, "Well, if you did know....." This makes the student think.
I also answer question in a relay format. I ask the question and toss a ball or balled up piece of paper to the student. Once the student answers that part of the question the ball is thrown to another student. This happens until the question is answered.
I also, have the student teach me. I get into character and ask question that make the students think.
Some of the techniques that I have used are:
ask opened ended questions.
Ask for valunteers to answer the question.
I have also suggested a few answers and let students select and elaborate.
I've made use of the wait time, and it works. Almost to the point of uncomfortable silence, and at just about that time, several students either started talking or raising hands. Also, I've done this a couple of times, leave out an important step or process, but carry on as normal, then they realize it, and then lots of students have plenty to talk about.
Hi David - I like this idea as it gets students up and moving as well as interacting and actively finding answers.
Hi Cynthia - Welcome to ED 103! I like your very reassuring way of posting questions. Students hate to be wrong and your technique certainly takes the pressure off - well done!
