I teach College Algebra, so I use questions to help student "discover" mathematical rules for themselves. I usually work a few problems, then ask students specific questions about what the problems have in common, what is different, and specific steps we took to solve each. Then I ask them to come up with a "rule" or theory for solving these specific types of problems. Asking students these questions as opposed to simply giving them the rules and working a lot of problems for practice allows them to take control of their learning. I have found that my students actually find this more fulfilling.
Hi Jesse, Thanks for your post to the forum. Interesting how often classes will demonstrate a definite "personality". Sometimes that's good and sometimes not so much! best wishes - Susan
Susan Polick
questioning can be a great barometer of the classes understanding. It can also give you insight into the "personality" of the class. Are they shy? Boisterous? If you get no participation, is there a lack of understanding? Do you need to re-think your class structure?
Hi Adelia, Thanks for your post to the forum. Yes, there is great value in coaching our students to utilize critical thinking skills and to become self-starters! Best wishes for continued success in your teaching career! Susan
Susan Polick
It allows them the opportunity to think in and outside the box, coming up with their on solutions
The main characteristic of such learning is that students take some significant responsibility for their own learning over and above responding to instruction
Get learners to become acquainted with one another as persons and as mutual resources for learning. Help them to understand the concept of self-directed learning, provide simple practicing skills and above all create an atmosphere by caring and support and intellectual goal of helping students.
Positive feedback to questions in addition to an answer that is understood would encourage the student to simply ask again or as needed. Once the positive process begins the student directs the freguency and use of posing questions to further knowledge.
I agree. It helps students reflect on a question then respond, and partake in asking an instructor additional questions.
L. Fuller.
It helps them to become self sufficient & responsible for their own learning. In the medical field, there is not a lot of autonomy encouraged, one is mostly under the supervision of a supervisor.
I think that questioning encourages student learning, & develop critical thinking skills.
Hi Connie - Once again- you are doing great work at getting feedback from your students! Best wishes - susan
I like to use questions (as some have already mentioned here) to lead students in the right direction during the lecture and to help them stay focuesed (and awake!) while we are going through the material. I teach in a compupter school with a hands-on environment but even with the learn-by-doing approach, students can often get bored while the lecture is in progress and minds start to wander. With effective questions thrown out there at various times, students' minds are brought back into focus and I can get good feedback on whether or not they fully understand the material or if they are just pushing buttons. This also allows the student to see for themselves if they really understand the material or if they need more clarification on the subject. It can also encourage them to ask for more information they might not otherwise request because they thought they might be "interrupting" me during my lecture and maybe open the subject up for futher exploration in directions that I, as an instructor, hadn't thought to go in.
Hi Mindy - thanks for your post to the forum. I love your enthusiasm!! There's nothing better than seeing students excited abouut learning! best wishes for continued success in your teaching career. Susan
These are all such wonderful responses!! I'm learning so much by reading these comments!!! JUST IN THE THREE COMPLETE DAYS THAT i HAVE BEEN TEACHING ANATOMY AS A SUBSTITUTE FOR VACATIONS, I can see that the students realize that I will ask them about the previous night's material as a bit of a review and build it into the current material and I'm getting much more response! This is so cool, I'm going to like being an instructor!!! Mindy
This is an excellent idea! I appreciate the depth of your response. Could you provide an example of both ways (question leading to an answer and one leading away from) in a very simplistic way to ensure I completely understand and can "copy" this style. If I were to honestly assess myself, I think I still work at the elementary level...but am working with adults. I want to improve.
Hi Janae - Thanks for your post to the forum. Yes, students need to made aware of what they do not know and questioning and other assessments are the only way to do that. Best wishes for continued success in your teaching career. Susan
They can find out how much they really know and they will want to learn more for the next time they are called on so they have the information ready at hand.
Questioning should be direct and nonthreatening to the student. Questioning should pique the interest of the student and motivate them to seek resoluntion/answers to the question(s). If you have done this then you have been successful in asking the right questions.
Earnest J. Kendall, MSN, RN-BC
Most students know more than they give themselves credit for. When asking the questions to themselves they discover that they know the answer when they are not put on the spot.
Hi Maria - You are managing some very interactive questioning - great work! Susan
Asking the right questions can make our students think better analyze and apply the knowledge received. For this we ask simple questions, stimulating, and that each question serves to jump to new questions of interest and to encourage students to participate and create new questions for themselves. This will create an internal and continuous learning.
