1. assign questions on line
2. give a list of questions to the students and ask them to prepare the answers.
3. randomly ask each student to answer questions
Hi Sarah, Thanks for your post to the forum. This certainly get students much more prepared and engaged in their learning. Best wishes for continued success in your teaching career.
Susan Polick
I love the idea of having students questioning each other and preparing questions of differing levels of difficulty prior to class. I think having students question each other allows them to grasp the material better as they will gain experience asking questions and answering questions, something they will experience in the field.
Hi Kristen, Thanks for your post to the forum. That is a great idea to get full participation! Best wishes for continued success in your teaching career.
Susan Polick
I have used different techniques such as making the learning session into a game: " pass the buck" sit in circle and pass a small "bucket" with questions pertaining to the subject at hand and have each student answer the question drawn. We have had great success with this kind of participation and it also draws the students In closer encouraging topic discussion.
Hi Emma, Thanks for your post to the forum. Yes, students do relax more when involved in group discussions. Best wishes for continued success in your teaching career.
Susan Polick
Assigning a small group activity at the start of class as a little warm up, can alleviate the nerves of shyer students as they work together. Then questions are directed toward the group as a whole, and redirected within the group before inviting other groups to contribute with their answers.
Hi Manuel, That sounds so exciting! ( Wish I could come and observe!)
Susan Polick
The way I keep ALL students involved in the discussion is to do a game show type of questioning. With sound effects and scoreboard. The feedback has been positive (100%) from the students. Even the Dean of academics have been in these review sessions, and they approve of this method. Students seem to learn the material better even if they do not know the answer by the next review they are the top responders.
Hi Aki, Those sort of questions also require critical thinking.
Susan Polick
I use convergent questions since the question generally have only one correct answer. By asking the Who, What, When, Where and Why, the specific answers will build confidence and help motivate the non-responsive student.
Susan et al. – Hope all is well. Motivating students to participate in classroom discussions is a subject unto itself. There is an assumption among some students that as long as the assigned work is completed on time, test scores are good, and attendance is satisfactory, they do not have to participate. On the other side of the spectrum, we all have a few over-participators who are eager to volunteer every answer. Here are some pointers to encourage participation in questions and answers.
1. Required/graded participation.
2. Incorporating ideas and experience into discussion.
3. Active facilitation.
4. Asking effective questions.
5. Supportive classroom environment.
6. Affirm contributions and provide constructive feedback.
Regards.
I would try going around the room asking open ended questions and ask others if they have anything to add.
Yes, I agree that setting the tone for the environment is crucial to getting everyone involved. I am a fairly dynamic, animated presenter and that helps a lot with holding the attention of my audience as well as helping them feel at ease. As mentioned elsewhere in this forum, engagement for some may be demonstrated by their facial expression and body language, which is a start.
Getting students to engage and ask questions is very challenging when facilitating short information sessions. I don’t have the time to insert an ice breaker as there is very little time to cover required content. What I have found to be effective is to get personal – to ask questions that requires each student to reflect on what they have done/on their motives/experiences, then allow a little silent time and usually responses start to sprout.
Creating hypothetical real life situations relevant to the course and coursework can be an inclusive exercise when asking the students to participate when they are usually non-responsive.
Hi Mohammad, Thanks for your post to the forum. Students do tend to pay more attention if they expect they may be asked questions. Best wishes for continued success in your teaching career.
Susan Polick
It's a great idea for the assessment of student's attention to the topics covered in the class. But sometimes it is difficult to involve everyone due to time management issues. Even if it is not possible to involve all students, at least to target some students in the class who are apparently less attentive is helpful.
Hi Sean, Thanks for your post to the forum. I'll bet they are surprised by how often others have the same questions! Best wishes for continued success in your teaching career.
Susan Polick
Hi Margaret, thanks for your post to the forum. I agree- sharing our own experiences with the topic at hand can definitely demonstrate relevance. Best wishes for continued success in your teaching career.
Susan Polick
