Hi Scott- Thanks for your post to the forum. I like your approach to questioning. Your broad questions will give you an idea of what your students already know at the start of the lesson, and then, as you mention, you can hone in on comprehension with more defined questions. Best wishes for continued success in your teaching career. Susan
Hi Paul- Thanks for your post to the forum. When students are able to relate the concepts they are learning to their own relevant experiences retention of those concepts increases. Best wishes for continued success in your teaching career. Susan
I find it helpful to ask the students to reflect on an experience in their life that is similar to the scenario that has just been discussed in class.
I vary my techniques depending on the subject matter. I may start the day with a very broad question to the class. it initiates participation and gets them involved. Then finish the teaching point with a more defined question with only a few possible answers
Asking questions in general keeps students alert but asking direct questions before and after a lecture is a good method of assesing what students learned. More general discussion is easily acheived by asking questions and responding to answers with more questions.
Hi Steve - Thanks for your post to the forum. Asking questions before introducing a lesson is always a good idea. As you mention, it gives you info on what they already know and also gives students an idea of what they are about to learn.
Best wishes for continued success in your teaching career. Susan
HI Jeanette- Thanks for your post to the forum. It may take some creativity, but creatiing games to use in our classes is always worthwhile! Best wishes for continued success in your teaching career. Susan
I sometimes use questioning games to help students participate.
I will start with an open question to introduce a topic, and gain a little background about what my students already know. Then i will redirect some of their answers to narrow down to what i would like to teach about today. That way, the class can see by my more direct questions, what way the lesson is going.
Presenting topics in the media related to the class content, and have them apply the class theories to the case in the media.
I have found that an open-ended question works well.
Hi Laura- thanks for your post to the forum. I imagine that since you routinely start each class with questioning, it does improve the amount of homework/prep that your students do. Best wishes for continued success in your teaching career. Susan
I start my questioning techniques in the beginning of class with, Wow, I thought this chapter was enlightning, especially ...... what do you think? then I wait a couple of seconds to a few minutes to see who will respond, if no answers, I will re-ask my question, then I ask for two volunteers to answer the question then I will ask another two the same question and have them expand on the questions --- by this time my students know we are entering a discussion that will be follow with more questions. It helps the students review the chapters for the ones that a. did not read it. b helps for clarity on the various sections that the students did not understand.
Hi Michael - Thanks for your post to the forum. Do you vary the composition of your groups? It's always good to get different students working together. I love watching the dynamics of group work! Best wishes for continued success in your teaching career. Susan
There have been times when the class seemed to have different ways of measuring the same problem. So I divide the class in to groups, and have each group come up with an answer and each group will report their solution to the class. This works well when all of the members of the group bring different experiences.
Hi Marshall - Thanks for your post to the forum. Wow - 6:30 am classes sure are early! I find it's often the same with my adult students at 6:30 pm after they have put in a full day's work.
You are doing a great job at getting your students attention and engagement. Best wishes for continued success in your teaching career. Susan
Using open ended questions usually gets them involved. Asking the student if an answer that was given is correct/incorrect has proven useful as well.
Many times, especially during the early classes(6:30 AM start) I find students are slow to respond to any questions I ask. Many times I usually wait and discuss material for 15 to 20 minutes or so before I involve the students in questions and answers.
Often I read the expressions on the students faces. You can get a good sense if they are getting the material or not. I will ask questions and then involve the ones that may have a blank or uncertain look on their faces. This can draw their attention in, help them understand and result in better comprehension on their part. I find it can be an effective learning tool for the students if handled properly.
What are some questioning techniques you have used that were successful in getting students to participate in class discussions?
Generally, I would use open ended questioning; then build on additional questions based on subsequent responses.
More specifically, I would use follow-up questions such as:
1. How might the concept be applicable to your professional OR personal life or experience?
2. Class, what are your thoughts about Joe’s assertions?
3. Bob, Great response! Does anyone else have anything to add to Bob’s answer?
4. Class, based on Mary’s assertions; take a stand – for OR against. Do you agree or disagree? Be sure to provide a rationale for your stance.
Since I teach in a kitchen lab I will often ask students to review the days production list including formulas and procedures. They are then encouraged to ask any questions that will assist them in producing these items correctly. At the end of the day we review the prepared products and the students are asked their opinions on the final product.This opens up a dialog that includes my critique and the students will often ask additional questions at this time.
