I sometimes ask a question of the class but ask them to think about the question for a few minutes before answering. On occassion, I will write a question on the board and instruct the class that we will discuss the answer as our lasst task for the day. This allows students that may be shy to figure out the answer and possibly participate in the discussion.
Again, teaching a software class as I do, there are limited openeing for discussion. At least it seems that way to me.
When the scenario dictates, I ask what their opinion is of a particular issue in the course. Then I ask if they had any experience to share, or if anyone else has an experience to share. I may include my own thoughts, experiences and those of long time colleagues and/or experts in the field.
I have used the approach of asking the student how do they apply the lesson or questions to themselves
Hi Mona - Thanks for your post to the forum. You are actually asking your students to demonstrate that they can apply those concepts to their field, which is higher order thinking. Best wishes for continued success in your teaching career. Susan
Hi Steven - Thanks for your post to the forum. Students do feel so comfortable when talking about their own experiences. Relating these to the concepts we are teaching is a win-win! Best wishes for continued success in your teaching career. Susan
I tend to ask questions that allow students to demostrate what they have learned. My course teaches hands on skills so the reinforcement is nice
I try to use real world examples of topics being covered in class. Items that I have come across in my professional life. I try to have the students relate my experience to something they may have encountered in their careers. Relating personal experiences, tied to the class topic is a great way to encourage students to share and discuss.
I teach accounting and I have found that students learn from each other. I like the class to help me work problems on the board. I start with an easier problem to build class confidence. This usually starts someone in the class to help me with the answers to the problem. Once students see someone give a correct answer, it builds confidence in the class and someone else will help next time.
One class I teach, requires student to learn about product and application of that product. I will demonstrate or show a product, listing several points and then I might ask the class in general to repeat to me the points that I just explained in their prospective and how they might apply the product in field. AT this point, I am looking for their general knowledge and their inovative thinking.
I agree, I also enjoy talking about myself so I use personal examples as well. If I can get the students to relate the class discussion to personal experiences I feel they pay attention more and the information sticks.
Hi Frances- Thanks for your post to the forum. Our students learn best when they feel comfortable and confident. As you mention, it is our role to help them to do so. Best wishes for continued success in your teaching career. Susan
Hi Craig- Thanks for your post to the forum. That is the ideal - to get students not only answering questions but actually asking questions!Best wishes for continued success in your teaching career. Susan
Starting off with easier questions and then broadening the scope of those questions, thus getting students to think more about the issue and ask deeper questions.
I believe this module is correct when it discusses not embarrassing students regarding questioning. Many have that fear of failure, so the positive praise is a necessity. I like group discussions. I encourage them, as a group to come to a conclusion for an answer with a team effort. This way, I can hear how the students are actually understanding the information and breaking it down to formulate an answer. I also believe in gaining the students trust so they know that I am there to help them and not to belittle or be condescending.
Hi Michelle- Thanks for your post to the forum. Taking the time to stop and get that feedback mid-lesson is so important! It prevents us from lecturing on when our students have been lost already. Best wishes for continued success in your teaching career. Susan
I use the mirror effect, after 30 mins into my lecture I ask questions about what I just disscussed, the student usually gives me the back the information that I just lectured on It lets me know that the student understand and I encourge any student who did not understand to get involved in the discussion.
Hi Jamie- Thanks for your post to the forum. Your questioning technique is really excellent - great work! Best wishes for continued success in your teaching career. Susan
When I am checking for content understanding a great place to start is with an open ended question related to the content matter. Then I usually try to have other students in the class answer the question. I am looking for areas that they aren't comprehending the material as well as listening for the correct answers. I try to praise good questions and answers. For example, "Wow, great question!" You can see their self esteem and confidence rise in your class and in the content matter. My general rule of thumb is try to praise 10 times for everything that is negative.
Hi Jane - Thanks for your post to the forum. Your method of questioning does indeed encourage participation! Best wishes - Susan
