I usually lecture for 15-20 minutes,then ask questions. I use 3-4 of the methods discussed in the presentation. I will use the wait time method the most,and I like to redirect the questions to other students. Most of the chapters have review questions at the end of each chapter. I tend to ask simular questions to direct the students to the right part of the chapter to get the answers of the review questions.
When I have classroom discusions part of the discusion is questioning. I probably use about half of them.How the class reacts to the questiond is what makes my decisions to my questions.
I start each lecture with a series of objectives and questions we would like to be able to answer and discuss,periodically during lecture i will ask different students leading questions on subject matter (even if they answer wrong my response is so that the student gives me something we can work with) By the end of that block of instruction and many question and answer sessions,they are answering hard in depth questions with ease.This has worked for me for more years than i can remember.
Hi Daniel- Welcome to ED 103! Using frequent questions does check for understanding and also helps to keep students engaged. Best wishes for continued success in your teaching career! Susan
I try to use questing dureing the full time i am in lecture i would say 15 to 20 percent is asking questions to see if they understand the lesson.
Hi Bernard- Welcome to ED 103! Your questioning technique is the best way to open up a dialogue which is wonderful in any class. Terrific!
Susan
I continually use questions as I lecture, encouraging students to elaborate on the last question, or answer is my most frequent style, all are used, and I have students routinely come up with questions to ask the class, everyone is required to participate and it eases the speaking fears.
I have to say that I have not looked at the amount of time I spend questioning it is just a part of the lecture or discussion process that I use all the time.
I try to use all the techniques of questioning with every lecture. Each day and each section of material pose new and different oportunities for questioning and answers.
In terms of actual time, I would not really be able to say, since I use questioning as a way to gauge how well the students have grasped the topic, and whether I can move on to the next topic. If they are able to answer the 6 different type of questions, then I feel I can move on. I actually boil the 6 questions down to just 4, Form, Function, Diagnosis, Repair. If they can tell me how a system or a component of a system is built and why, how does it function, how do we know that it is not functioning correctly, and how to repair it, then we can move on to the next topic. I do not tend to select individual students, but rather ask it in an open forum where the team can come together and shrae information. This tends to allow certain students to bring up questions that pertain to the topic at hand on their own and they do not feel persecuted.
Hi Jeff - welcome to ED 103! Sprinkling questions throughout your lesson is a good techique, especially when you catch your students all engaged and into the lesson! Best wishes for continued success in your teaching career! Susan
I have found that every page, slide, or section should have a good Question or be Summarized by a student. I give Questions often and ask for Questions often.30 to 40 Min. 4 out of the six I use often.
The questioning can be every few minutes depending on the subject matter. The material requires the student to be focused as we move forward. So of the two hours of lecture, probably minimum of 1/2 hour is used for questioning.
Most if not all of the techniques are utilized at one point or another. The sequential question I find are most helpful because it allows the student to start seeing the "bigger picture" with regards to the subject matter.
Hi David - welcome to ED 103! Thank goodness for teachers who insist on "making students think"! Best wishes for continued success in your teaching career! Susan
I don't know how much time is spent on questioning, I do know that it is just second nature to add questioning through out the entire leture. Asking an easy question that can be broken down into a multitude of harder questions can help get everyone involved.
I am constantly asking questions as I lecture. I am often “accused” of making my students think. I use the different levels at different times and with different students. I look for the blank stares or students that seem distracted. If I suspect a student doesn’t understand I will ask the questions leading to the answer to build confidence in the student.
I take about 15 to 20 min. to have the student recall what we have talked about to include specs and lab task and i see if they can take that info and use it in the lab
Hi John - Welcome to ED 103! I like the way you use questioning. Having the students participate as a group gets them more involved and actively learning. Best wishes- Susan
I don’t bother to count the questions that I ask and class, I do know that I ask many questions and class and on lab. In teaching electronic courses I can use “what if”
Type questions and then put all of those answers that I receive from students on the board then as a class we go through those answers picking out those that apply the ones that do not apply I will ask deeper questions as to what they would apply to. In a lab condition I have a tendency to do the same type of thing.
I inject questions throughout the lecture, both to the class as a whole and to individuals. They pay attention to class once they've been bushwhacked by a question I just covered, and I do it in a way that makes class more fun using good humor, never embarrasment. I try to use all types of questions.
