Identify a general topic and make sure the discussion keeps coming back to the content. When questions are asked or answers provided the teacher should ask how it relates back to the original question. If it doesn't maybe you'd discard that idea or put it on the back burner.
I teach IT students so it depends. If I have a group that is pretty green to the field. I encourage them with praise and examples from the real world. I want them to stay focused and not start daydreaming on me...
If I have a group that is seasoned I keep them focused by keeping the questions relevant to the real world. I want them to keep focused.
Hi Joseph - Thanks for a very well written post to the forum. As you state - using real world situations/examples helps our students to make the connection and see the relevance of what we are teaching them. Best wishes for continued success in your teaching career! Susan
Susan,
"Real Life"
Teaching in the automotive field, I often find that no matter where the questions lead I can return the focus to the lesson. There are so many real life examples of systems and circuits to relate to that if you stop and think about it, connecting the dots between the learning and the questions is actually a natural progression. I regularly tie material together with the thread of the class lesson. Using analogies or even asking questions about subjects that on the outside might seem separate from the lesson and then getting the students to see the connection. Through the use of these real life examples, I can then motivate, enhance and interconnect the learning, which actually aids in lesson focus, learning and mental retention.
Additionally, I will validate all questions and redirect when necessary to keep focus. I have often as the lesson stated told a student that we could discuss the idea further and then redirect them with another focused question back to the subject matter at hand...
I try to involve the whole class in the discussion. If there are students who attempt to derail a class discussion by asking off topic questions, I redirect to the topic. I will also assure students if the question is off topic that we will visit that question later so long as it is credible.
The class that I am teaching is mostly a discussion class with powerpoint.
This has helped develop better questions for our discussions. Thank you
Craig
Hi Dean - Great suggestion - Thanks for sharing! Best wishes - Susan
It is a balancing act between wanting lots of student feedback from personal experience and getting too far off track on a personal story that is no longer relevant. Sometimes the drift can also be a learning experience, but if it gets too far off topic, I reign it back in by asking another student a similar question to get back to topic.
Hi Claire- Thanks for your post to the forum. Usually we think of teaching as the process of sharing information by talking or demonstrating. However, as you point out, listening plays a major role! Best wishes for continued success in your teaching career. Susan
Often, especially with a new and complex topic, the students don't know enough to ask questions about what they don't understand. The question they ask may not actually be the question they have. I find it takes careful listening to hear the real question. I believe almost every question can be tied to the content I'm trying to deliver, even if the question doesn't really seem to be related. I work hard to make every student who asks a question feel like he/she has contributed to the discussion by asking the question.
i like to keep the subject narrow so the group focus is on small parts and lead them down a path to build on what they know and adapt it to new things. all the small pieces add up to new learning that they did not realize.
If the students get off target, I give them a couple of minutes to finish their discussion. Then I continue on with the lecture by saying lets move on with the lesson. Sometimes being off target brings up some good discussions.
I learned to open the topic to everyone in the group and ask the ones in the back of the room for Q and A
I really like the first technique here. I find it really works.
I try to relate every question to the topic, even if it is a stretch. It is fun to have them ask you and then you have to make it relate somehow.
By having a few prepared questions ready I can focus the question sessions in a course relevant direction. I have had a few students who like to add their witticisms and attempt to sway the conversations, but by asking them a few direct and task oriented questions it keeps the flow going, and them engaged. That, and not 'giving in' to their attempts at illiciting a negative response.
Hi Matthew- Thanks for your post to the forum. I assume you admit that the "wrong" info you gave was on purpose? (-: Best wishes - Susan
I like to throw a really wrong statement out there to see if the students are really getting the material. I usually get a whole slew of questions from this. My students have come to expect this and are more alert knowing that I am going to call them out on the material.
Alot of students work very hard off campus to make a living.So there allready to bow out of any questions, So hit them with something they want to talk about but relate it to the materal you are teaching.
Showing examples of what is being discussed because not all learners are auditory learners.
