I do an open Q&Q for review in the beginning of class to activate learning so students can reflect on the last lesson. Most lessons are built on the previous ones and if you ask them questions on what you know they already know, they will offer the answers. I still struggle with getting some students involved, some just do not like speaking in class. Any suggestions?.....
Hi James, Not at all! What you are doing is asking your students to apply what they have learned to other situations and by doing so force them to think critically. Great work!! Best wishes for continued success in your teaching career.
Susan Polick
I like to ask students at the end of the day "what else can you do with the knowledge you've learned today"? For one of my particular classes that deals with software development, I use the catchphrase or as a motto for the class "With the knowledge that I just learned what else can I do?" Most often this reference is a topic of discussion at the end of each class where we can talk about if we just learn to apply this particular element in one way than what other doors or Avenues Have just been opened by that skill set in its applicable form. I do realize though that when I type this it sounds a lot more confusing than when I explain it in class. Many apologies.
Hi Joe, Thanks for sharing a very interesting exercise! The careful preparation you give to your questioning is excellent! Best wishes for continued success in your teaching career.
Susan Polick
In a previous position I taught a Masters level program and was very fortunate to attend a course at John Hopkins University on Socratic Learning. I though I would relate the experiance and then provide additional thoughts. 10 of us reported to the assigned classroom after having been given a reading assignment the night before. Everyone took a seat around a circular table. We sat and looked at each other until someone broke the silence. After a couple of hours of discussion a bell rang. At his time two individuals idintified themselves as our "mentors" and proceded to critiques the days discussion. They had participated throughout the day, but none of us has a clue they were our faculty members. I use this as an example that silence isn't bad, teachers aren't always the "sage on the stage" and we all learned a lot that day. I personnal wrote a thought provoking question on each lesson I had tto teach. Then I broke down each learning objective into a simpler, less complicated question. I used the difficult one to initiate discussion(thought provoking) and the more specific ones to redirect the conversation back toward the subject manner when it strayed to far. I also used the specific questions to rengerize the discussion when the conversation faltered for an extended period. I occassionaly used these questions to engage a reluctant student. What I learned was the students would actively engage when encouraged to participate and their comfort level rises.
I also have them write questions down on paper, I then collect them and answer each one. This allows the students to ask the questions without feeling intimidated because know one know who wrote each one.
Hi David, Thanks for your post to the forum. Often it's the fear of being unprepared that keeps students from particpating, so the notecard approach is very useful. Best wishes for continued success in your teaching career.
Susan Polick
I also use the index card question method. I have each student write a question on the index card and then we put it in a shoebox. Then each student pulls a card out and we discuss, and the student pulling the card finds great fulfillment sometimes in aswering that question in front of the class.
This is a great technique! I find sometimes when I ask questions, I don't get much of a response. I chuckled to myself during the module when it noted that often you may ask "are there any questions?" and you get a deer-in-the-headlights stare. I found that I needed to find new ways of wording questions. Being more specific helps for me. Instead of asking such an open-ended question such as "are there ANY questions?" instead, I focus on parts of the chapter that I know are more difficult. So I ask something more directed such as "did anyone want further clarification on the second section?"
I like to index card question idea. I think I will have my students do that in class. I feel that sometimes students have a hard time speaking in class and if they are required to write down and answer a question, they are more likely to get involved in the class discussions.
I find this also works well. In order for the student to leave the classroom, they have to write on a sheet of paper one question they had about the material presented in the day's class. I answer as many questions as possible when we open the following class.
I have had students create test questions from the content presented and have them quiz each other.
Hi Bryan, Thanks for your post to the forum. Those small "baby step" questions are so much less intimidating, so, as you mention, larger participation is the result. Best wishes for continued success in your teaching career.
Susan Polick
I like to index card question idea. I think I will have my students do that in class. I feel that sometimes students have a hard time speaking in class and if they are required to write down and answer a question, they are more likely to get involved in the class discussions.
Informal Assessment works well for me. Also, I find myself re-directing questions also.
I always emphasize an open environment and expalining to them there is never a stupid question and an incorrect answer is ok as long as you thought the question through. I would rather make their mistakes here in class rather than out in the professional field.
One of the techniques that I most often employ is asking sequences of questions. I will ask a clear sequence of small questions that will lead the classroom to a larger question. I find there is greater participation in the overall lesson.
Ms. Polick ,
Firstly, I love asking questions; so I do see the importance of asking them during a discussion. It is a way to see if there is proper understanding of the topic and I use it as a way to get more ideas introduced to the discussion. I like the idea of learners brainstorming different perspectives of a discussion topic.
I do encourage my students to talk about their experiences (if they related to the discussion) because this helps to spark up conversation. Many of us share similar experiences, so it can make it easier to ask each other questions.
I enjoyed reading about asking questions that are sequential, as it helps with the learning process, and I do agree. By asking a step by step questions, it helps students to organize their thought and think about what they want to say. I am actively trying to get away from asking too broad of questions, and working on narrowing them down.
Cheers
Su Somnarain
Hi Dedre, I teach a similar course called "Social Problems" and agree that current events activities can really get discussion going (especially in an election year!).
Susan Polick
The use of current events, like the the ongoing political climit in the US and its affects on the perception of socioeconomic status, class-conflict, and exclusion in NA (new americans).
