Interesting how the small classroom can be even more of a challenge than the large ones!
The later items work very well in larger classes, but often our class size is three or four people (sometimes one or two). In those cases, I find that if the students get used to me summarizing a point with a question (basically giving them the opportunity to summarize), it breaks up the monotony of drawn out lectures. I do still try to get group interaction when possible, because I understand the student feeling of "safety in numbers."
As I work with faculty who are new to the classroom, I often hear the concern about what to do when students are reluctant to answer questions. While sometimes this can be an indicator that the students are indeed "lost", more often it is just a case of their being concerned about giving the wrong answer.Here are some hints that I use:
First…whenever possible, try to think of questions that might have more than one acceptable answer. For example, ask students to make a list (“What factors do we have to bear in mind when…?â€) or think back on their own experiences (When have you seen examples of…?) or think of their own questions (“Thinking back on the last 15 to 20 minutes of this lecture, what do you find hardest to understand and why?â€)
Second…give students a few minutes to write down their thoughts and discuss them with their neighbors (three or four students sitting closest to them). The average time an instructor waits after asking a question is only five (5) seconds. This step allows the instructor to give the students much more time without it seeming like an eternity.
Three…then ask for a number of groups to report. Students find it much easier to report on a short discussion than to risk being wrong as an individual.
I don't believe that I've ever used only one questioning technique that is successful in getting all students to participate. However, one of my mentors taught me that "the question often is the answer". I find that to continue the questioning from the surface into the depths of the topic begins a chain reaction that most likely will eventually involve everyone in the room.
I also find that students answering as many questions as possible allows them to take ownership in their education and keeps them open to new ideas.
It's interesting to see the difference in levels of understanding that can be teased out through questioning. For example, there is probably less understanding/knowledge needed when a student is asked to define two techniques used in cosmetology than if you ask that same student to compare two techniques which would require the student to be able to assess results, level of difficulty, cost of the products etc.
I am an instructor of cosmetology , we teach a system developed by pivot point int, at several of my classes Bloom's Taxonomy has been introduced, so all in all the different wording of the questions as to level of difficulty works very well. I use this on a daily basis.
That's a great idea! We have done some similar things at my college and have even had the electronics students rig up a buzzer to see which team can answer first. It's interesting to see how often some of the more reserved students become comfortable in the team format.
I have found that by playing games and dividing the students into teams encourages them to think amongst themselves and they become more involved.They work as a collective team thus are not scared to answer incorrectly themself. Jepordy works well. This invites all of the students to participate and it leads to further conversations of the subject matter at hand.
That is an excellent way to bring other students into the classroom conversation.
I encourage students by praise, even when the answer is wrong making sure I appreciate the student trying to answer. I will also have other students restate the answer in their own words.
I have a degree in Philosophy which is a discipline known for few "correct" answers. it sounds like you wisely step back and allow your students to explore possibilities which is an excellent way to involve more of the class in the discussion.
Since I am accounting instructor, I find that the cases presented at the end of the chapter involving ethics and accounting practices will often draw students into a discussion. The fact that there is often no single "correct" answer stimulates greater discussion and often reviews several accounting topics at once.
Nothing better than clicking synapses!
I agree George. Asking them to think and apply what they have learned is so much more valuable. They see immediately what they have learned and how they will be able to use it in their career.
Aaah Tricky!! But isn't it neat to see them jump on it!!
Engage students in the actual dialog by offering examples closer to the real world scenarios.
A techinique I have seen used that is very clever is to purposely overlook a certain topic or subject matter and allow the students to point it out so as to initiate discussion.
You're quite right - almost everyone is more comfortable when discussing how they personally feel about an issue. Can you think of any additional ways to encourage students to ask and answer questions?
