I think it is better to begin with a question directed at a certain student, do this a few times then bring the class in. It helps break the ice and gets participation from the group sooner.
I actually start class discussing non-course related topics that interest students- sports, news, music etc.
This brief interaction (5-min)stats the interaction and sets an atmosphere of open communication
Hi Rich, Thanks for your post to the forum. I like your approach which demonstrates relevance and also elicits curiosity about the material you are about to present. Best wishes for continued success in your teaching career.
Susan Polick
What I normally try to do is from the discussion post to ask the student to go deeper in their response and give me the rules or definition. For example EHR incentives give me what it takes to get the financial incentives.
A good technique is to start the discussion with new or relevant information about developments in the topic being discussed. Then ask a few open ended questions and allow the students to discuss hits or misses with these new developments compared to the 'old'. This will get the whole class thinking and can be drawn upon as the regular lesson is presented.
Hi Stacey, I agree - working in small groups is much less threatening for students.
Susan Polick
Using real life situations and experiences along with having students piggyback on classmates response and related material are techniques used.
I believe putting them in small groups/teams allows for them to discuss the question first and come to a conclusion. This I believe takes anxiety out of the picture and studnets learn to answer more frequently with confidence and enjoy the process as well.
Hi Peter, Thanks for your post to the forum. That is an excellent strategy! Best wishes for continued success in your teaching career.
Susan Polick
Hi Mary, Thanks for your post to the forum. I find that is I can structure my questions to appeal to personal experience students have, they are more willing to get involved. Best wishes for continued success in your teaching career.
Susan Polick
Hi Melissa, Thanks for sharing a great example of encouraging participation! Best wishes for continued success in your teaching career.
Susan Polick
Hi James, Thanks for sharing an example of how to get students to use critical thinking skills! Best wishes for continued success in your teaching career.
Susan Polick
In asking students questions about a particular topic I try to relate the content to something they are familiar with.
I have tried may different questioning techniques. The problem is getting students to participate. Sometimes it seems the same students are answering the questions. When I try to engage other students I get a blank stare, then I get the excuse that they are tired, they didn't have time to go over the material. Most of the time I am asking questions that all they need to do is follow along in their book.
I recently used an assignment for each reading that involved students submitting a question to me that goes beyond the reading. Moreover, a question that ties into other fields or areas of thought.
I compiled these questions and used them for small group discussion starters. Of course the students did not know who asked the question, but knowing they were addressing questions that they themselves had come up with was motivating for the class amd forced them to consider differing thought processes.
I will ask a question like, "What would you do if you were the technician in this situation?" Usually they are problems that I have personally had when working out in the field. Then I will give the class a little time to brainstorm and they can ask question about the particulars of the situation to come up with the answer.
Hi Franco, Tnks for sharing a good example of classroom interactivity! Best wishes for continued success in your teaching career.
Susan Polick
Before I present a topic, I will ask the class if they know anything about the subject matter.
If they know something, I will listen to what they have to say, and them proceed to my presentation.
After my presentation, I will ask questions in regard to the material, then I will even question their answers, in an effort to intill confidence in their thought process.
I prepare students for discussion by providing questions about the reading content in advance.
Hi, Dawanna! I completely agree with your comment on learning chains. I teach math, and math is very much built with learning chains. I will show my students the end result of their efforts as a reason for why we must learn and master a specific activity.
For example, why are fractions, percentages, and proportions important? I will show the students the process of calculating dosages based on body weight and how it uses fractions, percentages, and proportions - typically material that is beyond the current scope of the class. Showing them the end result helps the students - especially those that are struggling to master the material - why this material is critically important.
Thanks!
