I try to figure out what their strengths and weaknesses are then use this information so they feel successful when answering questions. Taking the time to get to know about our students does enable us to tailor our questioning which definitely increases participation. I also ask who has had experience in this topic I’m currently covering.
I will begin by asking an open-ended question and when I get an appropriate response to it, I will follow-up with a closed-ended question.
There are no stupid questions except the ones that aren't asked. I try and tell my students this all the time. I have had a hard time getting students to engage in questions but with the pointers I have picked up here I think that I can get them more involved.
Hi Kareme, Thanks for your post to the forum. I also teach online and find that the discussions can be challenging. Their actually is a very fine line between "managing" and "facilitating". Best wishes for continued success in your teaching career.
Susan Polick
Hi All!
I teach an online course, so asking questions occurs the most in the Discussion Board element of the course.
I use well-crafted questions in all my responses to student posts. Often, I ask for an opinion to further develop the information that the student provided in his or her original post. Our DB requirements frequently have multiple elements that students are required to address. It's common that a student omits one or more parts of the full question, so my initial response to the post will be to ask about those missed elements. This way, if a student responds to me, he or she has the opportunity to meet the requirements by focusing in on my question that pertains to the missed topic. This does two things. First, it inspires a response since it is a question that is catered to the student's own post while creating a participative process. And, second, it allows the student the additional opportunity to meet the requirements per the rubric.
I'm a big fan of the "sandwich method" in my responses. The slight change is that instead of the middle part being constructive, I enter the question in the sandwich. I usually thank them for their insights and contributions once I have validated the content of the post and asked my follow up question. In all cases, I think it's important to show gratitude to students for the work that they do. Yes, it's their part in the course, but I think it's important to recognize that they made the effort, too. Education is a process; it's not a destination. Asking questions is a big part of that process.
:D Kareme
Hi Stephen, Thanks for your post to the forum. That is an ideal way to convey the relevance of what your students are learning! Best wishes for continued success in your teaching career.
Susan Polick
Hi Cenek, Thanks for sharing a very clever idea! Best wishes for continued success in your teaching career.
Susan Polick
While discussing subjects at hand, it's been my experience by giving a real world work related situation to the Students about a specific topic we're talking about, and explaining how I approached the situation, keeps them focused, and ready for questions. This approach usually gets all levels of my students involved in asking and answering questions.
I have found that open ended questions provide great feedback and the ground work on which to build from
HI Michael,
I do believe in sharing real life experiences with students. They seem to put a reality impression on specific topics.
Students who arrived late (even a few minutes) will be asked questions first. This technique greatly improved showing up on time for a class.
I like to call on each and every student in a round-robin fashion (perhaps to complete an assignment that would have been difficult for them to complete individually at home).
This makes sure everyone is participating. It also makes sure that students can see when their turn is coming. Everyone knows they must participate and help carry the load of the whole class.
I really like student participation in questioning sessions and always make it a point to say that all questions are valid and there is no such thing as a stupid question.
I make extensive use of the Socratic method due to the content I teach which works well for myself and my students
I use pictures, audio (either speech or musical) , written, and hands-on examples for my classes to cover all the learning types.
Hi Paul, Thanks for your post to the forum. That's a great way to integrate courses within your curriculum! Best wishes for continued success in your teaching career.
Susan Polick
student participation is a requirement in my classes. Typically achieved by establishing trust and an understanding of the students I am interacting with.
I start by asking easy, basic questions about the topic I'm teaching then I ask more detailed questions.
I teach a beverage program at a culinary school and as such like to ask questions of the group that connect their culinary lessons, which they may have a better connection to, with what I am presenting in wine and beverage.
Hi Eric, Thanks for your post to the forum. Students do enjoy talking about their own experiences with the topic at hand. Often these discussions demonstrate the relevance as well. Best wishes for continued success in your teaching career.
Susan Polick
