The index card method is a good technique.
Thanks for sharing. I have students create potential quiz questions and answers and post them online in a forum. I have also created groups of students to compete in finding answers to questions. The students will research and discuss their answers. The entire class will discuss the validity of the answers. Once the students have answered all of my questions, I have the groups take turns in asking questions that other groups must answer in order to earn points. The students enjoy the game, no one feels singled out and the students learn as they research and discuss the answers with group members and then with the entire class. This technique is more fun and effective in reinforcing materail than having students take a quiz.
I always start the day by reviewing what they should have read last night and questions surrounding the content of that particular chapter. This is a great warm-up and recall. It seems to build their confidence. Works on those who are engaging and seems to also cause those less talkative ones to participate.
Hi Ed, Thanks for your post to the forum. I also like to use group work to get the discussions going and to encourage the shy students to interact. Best wishes for continued success in your teaching career.
Susan Polick
Hi Thomas, Thanks for your post to the forum. I really like how interactive and collaborative your questioning sessions are! Best wishes for continued success in your teaching career.
Susan Polick
Hi Susan,
I try to involve students in small group discussions early in a class so that shy students have a chance to become more comfortable with the group. I monitor groups to make sure that they stay on task and maintain a positive group dynamic and usually ask a group to present their conclusions to the whole class. I try to avoid embarrassing shy students and I have found that after a few small group discussions most students are better able to participate in whole class discussions. This works best in groups of under 20.
I find that when no one responds to the question or they don't respond correctly I will rephrase the question in a simplier way.
Hi Elli, The shy student is a problem we all deal with. From your post, you seem to be doing a great job working with them! Best wishes for continued success in your teaching career.
Susan Polick
When reviewing for tests in early courses when I first have new students , I'll have the review sheet on the board. I start at the top of the attendance sheet and ask each student in order for their answers or views on the subject question. This way the students know that I am not singling them out or playing favorites. No one knows when the correct answers will be given so they don't know what question will be asked when their turn comes. It has actually turned into a good fun activity as everyone is involved , and they compete amongst themselves to look over their notes and try to be prepared for their turn. I take time to have students ask questions , and interact with others on the answers. This also prepares them for future classes as I explain I expect them to be engaged , and to be prepared to ask and answer questions.
Hi Rhonda, Great interactive activity! Best wishes for continuing success in your teaching career.
Susan Polick
Hi Joshua, I think questioning is maybe the most difficult skill for faculty to master. I know that this will be worth your efforts!
Susan Polick
There are always at least one or two students in my classes that want to sit back and relax during this important learning time. They may be shy so calling on them abruptly or often may have them seek refuge in hiding behind the student in front of them. Let the class know that professionalism points are given for participation and close attention is given to that aspect of attending class. However, this is the school's rule which I must abide by and telling the students this rule day one is necessary. It won't however, make the shy or disinterested student suddenly speak up because I presented the rule. I need to draw them out, spend after class time understanding their fears, and give them praise for whatever participation they have engaged in. I have had students who are soft spoken and get roared over by bolder students who jump right in.
I play jeopardy in my class rooms. Toward the middle of each mod, I ask each student to create 10 jeopardy questions with the answers from the course material that could appear on the final. I ask them to e-mail it in as assignment. I acknowledge the assignment as pass/fail. Sometimes I need to reword the question or add additional information. I always slip in some of my own questions also. Closer to the final, I split the class into groups. I separate the more out spoken students so there is better balance within the groups. This allows everyone equal opportunity to participate and have found the students feel more comfortable discussing subject matter in smaller groups. I categorized the questions based on level of difficulty to points. We then play jeopardy to review for the final. I equally take turns with each group asking one question at a time. The group will discuss the answer. If they get it right, the group gets the awarded points. If they get it wrong, the next group gets a chance to answer. I keep tally on the eraser board. It is a fun way my students like to review for the final. If I catch a question where most of the students are confused, this time allows me to discuss and elaborate the answer in a different way. It is exciting to see some of the students question provoke additional dialect.
Giving the answer and have them come up with the question, like in Jeopardy, it works for my class.
Hi Dennis, Thanks for sharing a great example of asking students to use critical thinking skills! Best wishes for continued success in your teaching career.
Susan Polick
I will be honest. In my theory classes I have not fully utilized the questioning techniques I just learned. After going over this section and printing out a few of the pages I am going to slowly incorporate them into my more difficult chapters. I feel that this will improve my teaching and my students retention of information.
When teaching the next link in the learning chain, I will ask a question about the previous link. When a student answers that question correctly, I will then ask the class to explain how that answer ties into the new concept. The first question acts as a brief review and can stimulate the comprehension of the new concept.
Hi Trinity, Students certainly do love to share their personal experiences and their classmates can learn from them.
Susan Polick
Hi Michael, You are already asking questions that you know certain students will have the abswers to. You can also try really open ended questions like "How do you think you might be able to use this when you are working in the field?" . Best wishes for continued success in your teaching career.
Susan Polick
"How" questions are great! The critical thinking you mentioned here is what a lot of students are lacking. I use those a lot in one specific class. It is most rewarding when they come to class with a story about how they have done it on their own!
Great idea, I know someone that did this too. She had them put them into the question box that she made for the activity. I was reluctant becuase I have a wide age range of students and I wasn't sure if the older ones thought it was juvenile. It sounds like it could work.......
