One thing that I have tried and had good luck with his having students break into teams and write a quiz of 5 questions on a topic that was covered. Then have a competitions between the teams. This usually gets very interesting to in depth they will go to try and come up with a question. to stump the other team. Creates a lot of interaction between each other and each team. Plus it brings some fun into the class.
This is why asking students to write down their questions anonomously and reading them in class is a good idea.
Hi Susan,
I must agree with your statement for is such a valid point. However,my concern is for those that do not ask questions although there may be some in their mind. How do you handle that type of situations especially not knowing who these students are?
Couple days ago an ex-student of mine came to me stating that he learned enough in my class in other word the class was very informative as far as he is concern. On the same token, he stated that he had questions but was shay to ask questions because he did not want to look retarded in-front of his pears.I felt bad for him but it was too late to deal with the situation for he is no longer in my class.
Thoughts?
Roberto Allen
A very good technique Richard! It is bound to generate lots more questions and also let you know what the students do not know.
Only after a training aid is their hands and also disassembled I ask the students what do they think I’m going to ask them and why the importance of why I’m asking.
Timothy,
I believe that is a good approach, having students answering questions on a discussed topic can always allow them to remember key points especially when the hear it twice.
Roberto Allen
Leading questions, and I use questions about a lecture after the lecture has been given to sound down the main points. TER
The questioning technique that I have used proven to be successful in getting students to participate in class discussion is by directing questions directly to certain individuals the ones I know that do not engage in class forums. Not to say that participants are off the hook, however, targeting certain individuals allows the entire class to get involve which also ease embarrassment of shay individuals.
On the other hand, I will create groups of five and make each group responsible for certain chapters within the student course book allowing them to ask questions among themselves pertaining the subject matter which in many circumstances turns into class competition and had work well for such technique maintains the entire class involved.
Roberto Allen
I have not been very successful in the past.Usually the same 3-4 students answer my questions.With what I learned today I hope to change that.
I think your idea of having students wright down thier questions is great.I hope to improve class participation with this technique.
One of the things i have done, durning a review session i will reward them (answering students) with a piece of candy (jolly ranchers work well) And it get everyone involved because now it makes it a competition to them with who ends up with the most. If they don't know the answer it great to see them scramble through there books to find the answers. As they are going through the book they are scanning the material.
I will ask them as a group to respond to some question other times I will ask for who can tell me the awnser. or I will set up tasks that have I have already done a demo on and call on students to do the task and if they need help I will call on another student to help.
I also try as much as possible make my question relate to the real world.
You are handling questioning very well! What do you do with the students who never volunteer to answer questions?
When I introduce myself on day 1, I do a verbal roll to verify pronunciation of the students name, and I ask where they are from, and what prompted them to enroll in the school. Everyone likes to talk about themselves, and it helps to break the ice in the class.
When the lectures begin, I will go to a segway point, and ask a question that all the students are capable of answering. I usually get one or two responses, and I am scanning the remainder of the class for anyone who wants to answer, but is hesitant. I then ask a question of the person, or persons I noticed, to get them involved, and put them at ease. I praise any response, to encourage future participation.
Brandi- you so obviously have learned how to get your students engaged - excellent!
I use discussion questions atleast once every two weeks. I break students into small groups, give them a particular question to focus on and then they must present it to the class, as the experts for that particular question.
However, on a daily basis I ask questions to students during lecture to answer on the spot; I do this for two reasons: for those who are auditory learners, and for those write quickly, who are simple waiting for the next ppt slide. I ask simple questions such as, "Why do you think this happened?" or "How so?" or "What do you think about this?" Sometimes I give filler questions so students become more comfortable with answering in front of the class. It seems to work for the student and their presentation skills!
I like that idea Craig. It gives the students the opportunity to do some creative independent discussion.
I often just write a short phrase on the board before class, a short concept or procedure. When the students come into the class, they often will start discussing it amongst themselves and I can guide them easily towards where I need to go with it.
I have found that the Socratic method is very useful in getting the students to expand their thoughts and dig deeper to find correct solutions.
One technique would be to pose a question that have several possible answers and give time to students to jot down their response to the answer and ask them to discuss their choice.
