Hi James - You're right , there are always the students that are eager to answer questions so it's easy to just go to them, but as you say we need to get feedback and check the understanding of all of our students. Best wishes - Susan
As I lecture on each section, witch takes about 20 minutes, I would ask several questions starting with an easy one and move to more mature and meaty question to have the students get different levels of understanding. All 6 levels are touched on.
It varies with what topic I am teaching and what type of group I am teaching.I use all levels of questioning during my lecture. Some students jump on the chance to answer a question and others lay back.I have to keep it moving around the room so I can get feedback from everyone.
I generally employ questioning as I present the material. These questions in class usually fall into either knowledge or comprehension questions although I do sometimes use some application quetions as well. The other 3 types of questions analysis, synthesis (creating) and evaluation I generrally try to use in lab situations.
I normally don't keep count. Everything in class is a question of some sort. One question can turn into twenty questions depending on the class & material. It can come from me or the students. The best is when you can get a student to answer their own question just by having them explain the question to you.
Hi Errol - you have good questioning techniques and I liked your "fishing" analogy! Best wishes!
Susan
During lecture I usually have 5 or 6 questions already prepared for the students. Generally we are continuing on a topic from the previous day, reviewing labs, for example. I'll generally start off with knowledge type questions to see what the students remember or retained from reading, lecturing and lab. Otherwise during lecture and lab demonstrations I'll use comprehension, application, analysis, and synthesis questions to keep the students attentive and challenged. Since fishing is one of my favorite pass times I like to use bait questions that lead to future lectures and labs, this seems to generate allot of interest and excitement. I'll often call on the students randomly so they never know when or who I might call on, I also use the clock in my questioning technique, sometimes I go clockwise, sometimes counterclockwise and sometimes I break up the clock and go both directions. I try to spend between 10 minutes to 30 minutes using questioning during any 2 hour class period.
Well in lab questioning is a natural and easy way to help them understand what to do, I try and work in the key points from class that they may expect to see on a test in answering there question in lab. In class I like to, when convenient and possible, start and end each new topic with a question or two. This allows me to check their understanding of what we just covered, probe their understanding of what we are about to cover and hopefully segway a little smoother from one topic to the next.
Welcome to class Gregory! You use some very effective questioning techniques - well done! Best wishes- Susan
During lecture I most often have 5 or 6 questions already prepared for the students. If we are continuing on a topic from the previous day I'll start of with knowledge type questions to see what the students remember or retainied from reading and lecture material. Otherwise during lecture and lab demonstrations I'll use comprehension, application, analysis, and synthesis questions to keep the students attentive and challenged. I'll often call on the students ramdomly so they never know when or who I might call on. I probably spend anywhere between 10 minutes and 30 minutes using questioning during a 2 hour class period.
Hi Bill - Welcome to ED 103! So much of being a great teacher is also being an entertainer. To keep your students guessing about what comes next is indeed pulling them in, making them want to be there. Great ideas! Susan
i dont count the questions i ask , i ask alot of them ,and when i need to, i probably cover every type as i go. i like to throw out questions that provoke deeper thinking or stimulus, sometimes even throwing out questions on something i will cover later in the day or another day , i like to call those questions -- bait if you will- usually challenging their minds ,and keeps them coming back for more.
Hi Robin - Welcome to ED 103! Your questioning technique is quite comprehensive - great work!
Susan
Out of an average six hour class day and depending on the subjects or subjects that are covered, I may have students using generalization along with induction, then once they have completed lab I may use memorization and explanation types of questioning. So I would say that some days we may use four questioning methods and on other all six.
Depending on what subject Im teaching, determines the questions I ask, some subjects require more questions than others and different techniques.
I am constantly asking questions without even realizing how much I ask. It is just part of the routine. I would say I use most of the questioning techniques. I try to get the students to think outside the box.
Hi Steven - You are using a good mix of assessments in your classes. I think you may have flipped your types of assessments though in your post. Did you mean to say that you use the applications questions in lab? Susan
I do not know I ask questions through out the course some times I will talk 30:00mins and then there is times that I will stop and just ask questions or mix it up
Classes tend to be different in how they respond to questions, but I am constantly asking questions through out lectures and lab. With some classes it may be as much as 40% of lecture. I primarily use knowledge, comprehension and application questions during lectures and tend to use analysis, synthesis and evaluation questions during lab
This really depends on the subject matter you are teaching at that time some take very few of the questioning techniques others you may use all of them,also what level the class you are teaching is at and there prior experience.You may have a complete differant questioning technique in week one compared to week six.
