Involving all students in questioning sessions
What are some strategies to use to get the non-responsive students involved in the question-and-answer sessions?
I like that apporach, it seems that if you know more about a student then perhaps you could gleen more info and search for experience related answers to questions, or at least to how they are thinkning about a question.
I find the most effective manner in a culinary institute is to have non-responsive students demonstrate the material that was just covered. the reward is having seen themselves complete a task and offers instant gratification, allowing them to feel comfortable and ask more questions.
It is a good strategy to get aii the students involved. the problem arises when you call the students who usually stay quiet and they tell you that they don't have any questions and don't have the answer your questions becuase they have not read the chapters. Do you continue to call them or call those who are ready and willing to participate because they came prepared.
It always seems like very early on in the term there starts to be a seperation between the students who have brought a wealth of life experience to the table or are very intelligent and they pick up the material much quicker than others. They start putting all the pieces together and can ask and answer questions that can leave some other students wondering why they arent grasping it as quickly. One strategy ive used is to try to come up with a scenario that i know even the advanced students will have to guess at (incorrectly). I will then use this as an opportunity to ask some of the other non-responsive students what there guess is. Since the more advanced students already guessed incorrectly and I didnt make them feel bad about it, they realize they can give a wrong response and it isnt the end of the world and it helps give them that confidence to speak up and ask questions or contribute to the discussion in the future without feeling embarrassed.
I ask easy and hard questions. I also summarize the content before asking questions.
I too try to get insight into the student to determine the source of their reluctance. I also observe their dynamics with other students to see if there is someone with whom they are particulary comfortable. If so, I will have students pair up and and answer together. That way, the student can ease into answering questions aloud.
Hi Steven, Students of all ages do seem to enjoy playing games as they learn!
Susan Polick
I believe that questioning needs to be consistent and become as comfortable as coming to class. I use questioning though individual or group concepts. My students are all issued iPad to work from and I noticed that a lot of them would be playing wheel of future during their break time. I created a wheel from a grease board that had divisions and a pointer that would select a topic do discussion with a point value. I broke the group into teams and stared letting them win point for answering the correct answer to the topic they landed on. It has proven to be a valuable tool and really has help them with practicing answering question. At the end of a cycle I reward the wining team and I change teams every cycle.
Hi Stanley, Thanks for your post to the forum. New instructors often say that learning to facilitate questioning is one of the most difficult things to master. You have some good strategies! Best wishes for continued success in your teaching career.
Susan Polick
A teacher can improve student participation by devoting time and thought into shaping the environment of the class and planning each class session, the way in which the teacher interacts with the students both verbally and non-verbally, communicates to students the attitude about participation. Increasing the participation in class is not to have everyone participate in the same way or at the same rate; it is to create an environment in which all participants have the opportunity to learn and to have a chance to explore issues and ideas. For example, some students develop ideas and questions in their minds before speaking; these students are shy and feel uncomfortable speaking in front of groups many students who typically think while they speak have very little problems speaking in front of a group. The teacher’s goal is to create conditions that enable students of various learning preferences and personalities to contribute to the class. To reach this goal, you will need to take steps to encourage shy students to speak up and, occasionally, ask the more out spoken students to hold back from commenting in order to give others.
Something as simple as, "Has anything like this ever happened to you?" - give them a chance to not only relate it to their own lives, but to talk about a topic they certainly know, themselves. ...Or, "What questions would you like answered?" "Am I leaving anything out?" "What questions could I ask that I haven't already?" - These are ways to get the student thinking about the topic without singling them out as someone who hasn't been necessarily paying attention and/or taking in the full understanding of the lesson. It gives them a chance to bring the playing field back to their level and guide the discussion towards something they can handle and/or find interest in. - This works as long as the instructor keeps the task on point.
Hi Andrea, Thanks for sharing some great questioning strategies! Best wishes for continued success in your teaching career. Best wishes for continued success in your teaching career.
Susan Polick
Hi Deb, Thanks for your post to the forum. Students really do enjoy sharing their experiences and it certainly demonstrates the relevance of what our students are learning. Best wishes for continued success in your teaching career.
Susan Polick
I make the students stand while giving the answers. It makes them feel as if they have to pay attention because if the get call upon they will have to stand. It just makes them be more prepared. Once they have provided an answer to one or two questions they are very responsive to my lectures.
Strategies to involve al students in questioning sessions include redirecting the question, allowing enough wait time for responses, listening to the answers and properly reinforcing participation. It's important to make each student feel that their participation is heard and valued.
I try to relate to the students with personal experiences. Some of the stories are sad but some are really funny. I can usually get the class to start participating in this way. The more nurturing the environment the more the students feel safe to ask questions.
Asking non involved students if they can add anything to a friends answer is great way to draw them out.
Hi Renato, Thanks for your post to the forum. Building on answers to reach a final conclusion is a useful process for students. Best wishes for continued success in your teaching career.
Susan Polick
I try to use yes/no questions or ask for answers to a basic calculation first, then expand the questions. The goal being to let them feel comfortable with participating with the hopes that they will answer some of the next series of questions.
