I make this anonymous. The next step to this that I do in some of my classes is to make a game out of it. I make signs like they do in Jeopardy. The students break up into 1,2,3, and then we play for fake money. The money value goes from 100.00 to 500.00 for each subject. The hardest opart about this is trying to keep the noise down because the students become engaged.
So often many students will have the same question so I agree that allowing them to write their question is so much less intimidating than risking appearing foolish in front of an entire class. Do you have them sign their names to the questions or is it anonymous?
I have used several techniques in the matter of questioning. Students like to feel secure in the process of their learning. It is so vital from day one thast the student feels comfortable with the rest of the group to ask questions. One way to do this is to have the students write out a question and submit this to instructor. when the instructor has all the questions, then on the next class, this would be a way to go back and review previous material as well a great way to start on todays topics. I have also written questions on the board and have students group together and talk about the question. Then they choose a speaker of the group and this will hear the same content from different students.
We sometimes ask our students to think of questions to ask their classmates. Often they come up with a concept that may have been confusing for them personally and chances are there are other students that may not be clear on the concept also.
I develop my questions prior to the class period (usually during curriculm planning). I focus on the most important material or issues - the information that I feel is vital. I strive to never use close-ended questions, as discussion is rarely a result. I also find that only asking one question at a time allows the focus to maintain on the specific idea at hand.
Ms.Polick
I believe that anytime you pair or put students into groups it does calm classroom jitters and raises the competition level in class.
WHEN WE HAVE QUESTION AND ANSWER TIME I USUALLY CALLUPON THE STUDENTS. WHEN THE DTUDENT CANNOT GIVE THE CORRECT ANSWER TO THE QUESTION I THEN ASK THE ENTIRE CLASS IF ANYONE KNOWS THE ANSWER,AT THAT TIME I SELECT ONE OF THE STUDENTS WHO RAISES THEIR HANDS
Do you call on students or do they volunteer answers?
WE USE DIFFIRENT TECHQUINES.THE USE OF GROUP PARTICIPATION IS VERY HELPFUL AND WE USE INDIVIDUAL QUESTIONING TO ENCOURAGE THE OTHERS TO ADD THEIR ADDITIONAL COMMENTS AND ANSWERS
QUESTIONS ARE GIVEN TO A STUDENT WE THEN ALLOW THE STUDENT TO ANSWER THE QUESTION AND GET THE OTHERS INVOLVED IN CLASS PARTICIPATION BY ASKING IF THEY CAN GIVE MORE INFORMATION REGARDING THE QUESTION
WE ENCOURAGE GROUP PARTICIPATION LIKE A STUDY GROUP AND THEY ANSWER THE QUESTIONS AS A GROUP.AS IF THEY WERE ON A QUIZ SHOW. IT HELPS TO ENCOURAGE COMMRADSHIP AND PATIENCE WITH EACH OTHER
WE HAVE USED GROUP PARTICIPATION ALLOWING THE STUDENTS TO FORM GROUPS AND WORK ON THE ANSWERES TOGETHER AND THEY HELP ONE ANOTHER WIRH PROCEDURES TO ASSURE THAT THEY ARE DOING THEM CORRECTLY. THEY HELP ONE ANOTHER BY TAKING THE THROUGH THE PROCEDURE AND HELPING THE TO COMPLETE IT CORRECTLY. THEY ALSO HELP ONE ANIOTHER TO ANSWER QUESTION BY GIVING THE HELP TO GET THE COTRRECT ANSWER BY GIVING EACH OTHER CLUES TO THE CORRECT ANSWER. WE HAVE FOUND THAT TO BE USEFUL IN GROUP PARTICIPATION.
Do you do the "game show" approach in teams? I find that this also makes students less apprehensive about answereing as well as fostering a team atmosphere.
WE HAVE USED THE GAME SHOW APPROACH. IF THE QUESTIONED IS ASKED AND IS NOT ANSWERED IN 5-10 SECONDS THE STUDENT RECEIVES A GONG ON A BELL AND THEN WE ALLOW OTHERS IN THE CLASS TO TRY TO ANSWER THE QUESTION. THIIS IS USEFUL AS IT ALLOWS THE STUDENTS TO LEARN FROM OTHERSS INCORRECT ANSWER AND IT ALLOWS THEM TO BECOME CLOSER IN THE CLASSROOM. IT INSPIRES THEM TO STUDY WITH EACH OTHER BECAUSE WHEN THE CORRECT ANSWER IS GIVEN THE ENTIRE CLASS APPLAUDS.
THE TECHNIQUES WE HAVE USED SEEMS TO WOWRK BETTER WWHEN WE ASK ONE STUDENT A QUESTION, WE THE ASK OTHER IF THEY CAN ADD TO THE ANSWER OR CAN THEY GIVE AN EXAMPLE OF THE ANSWER. IT HELPS BECAUSE IT THEN INVOLVES THE REST OF THE CLASS IN THE DISCUSSION.
Yes Susan, I find that any activity when all the students can participate and learn at the same time is a plus.
I really liked the "organ game" idea - will pass that on to our A&P instructors.
When teaching my class in "Anatomy and Physiology" I ask the students if they or someone close to them ever experienced a malfunction in the body system that we are covering. I find when a student can relate to a question on a personal basis they feel more comfortable in participating and open up the discussion for others. I also like to incorporate games in my lectures so everyone can participate. I have the students take on the roll of an organ or a physical condition and let the other students ask leading questions until they guess it.
