allow students to answer other students questions to bring out class input on subject just incase student may understand answer from other student
Asking what is your opinion on this topic Jimmy?
During a power point presentation I'd think direct and open ended questions would keep the class engauged.
I break the students into groups to discuss the topic, I have them to write down their questions they have from the group, and then we discuss the questions and answers.
Hi Caren - Thanks for your post! I agree, we need to focus on positive reinforcement as much as possible. Best wishes for continued success in your teaching career! Susan
Hi Sabrina - Welcome to ED 103! As a fellow Adult Educator I was really impressed with your post which so aptly described our Adult Learners and the many skills, resources that they can bring to the table. Best wishes for continued success in your teaching career! Susan
Hi Michael - I like your ideas for taking questioning out of the box and having students use innovation to examine information. Best wishes - Susan
I like to provide the answer first and the ask the class to design an appropiate question. Another method I use is deductive reasoning as a mode of determining the best answer. Above all, I encourage a response which will solidify knowledge.
Working with adults is as much of a science as it is an art. Unlike students in their early 20s, the more mature learner has amassed a repertoire of skills & wisdom commensurate with age. Most often, students in their 50s bring a much different skill set to the classroom than those in their 40s or even 30s. Adults return to school for very different reasons than those who move immediately from the secondary school environment. Adults want to learn. The adult learner is more interested in application that is interdisciplinary in nature and can incorporate the proficiencies they have brought with them. Adults are intrinsically motivated and seek out independence through many avenues including education.
Essentially as instructors, it is necessary to move beyond the ancient teaching style of Socrates into the cyber age in order guide our adult learners. There has to be application. Study for study’s sake has no place for adult learners. They must take with them nuggets that will add to their lives, be it personal, professional, or even spiritually.
In the early part of the decade, Delta Airlines had an innovative Learning division that centered its teaching in action. The idea was to engage the learner in the activity because of the benefits for his/her job. In online classrooms, scenarios and activities are used that our students may see in the future. The classroom presence must be one of coaching the student and ensuring that s/he appreciates the implications and outcomes of the learning activities so that the motivation within will guide the student to a more advanced level.
i do question them after they turn homework and after powerpoint review
I find that I can lead the students to answer more questions by asking them some easier ones at first, allowing them to feel successful in answering questions in front of their peers. This often loosens them up to volunteer to answer the more challenging questions. I also try not to shoot down wrong answers but focus more on finding the best possible answer.
One method I use is to wait until someone says something, because if you wait long enough, someone will say something so the silence isn't so awkward. Then I build on that student's comments to get other students to participate. Before you know it, the entire class wants to say something. I think students just need a little boost to get out of their comfort zone.
Hi Barry - Welcome to Ed 103! Asking your students about homework assigned will probably have students better prepared for assessment, especially if you make this a daily routine in your class. Great work! Best wishes for continued success in your teaching career! Susan
I ask questions based on homework assigned that everyone has attempted. This works well because students can ask about questions with which they had difficulty and other students can suggest solutions.
Hi Louis- Thanks for your post! Although I think many students dread having to come up to the front of the room, it gives them practice that they will undoubtedly use in their careers.
Best wishes - Susan
I pose some questions on the board and call on students to come up and write a one sentence answer regarding the question and explain why. This does two things... they prepare for the class and they need to be ready for every class. This counts for their participation grade in class and it also gets them up and off their seats to get the blood flowing.
I also call on students to briefly explain the lesson to the class by standing up and coming upfront by the podium. Whenever I have done this, students tend to be more attentive in class and more engaging.
~Louis
Hi Sarah - You might try asking a question and then quickly say something like " Anne, I know you know this answer but let's let someone else have a try." Or you could have a private conversation with her acknowledging that she is very bright and that the material comes easily to her but that we need to give some of the students more of a chance to participate. Best wishes - Susan
Hi Tyler- Welcome to ED 103! That's a great idea; it also improves your students' self confidence. Best wishes for continued success in your teaching career. Susan
I use the Socratic technique a lot with much success.
In culinary demos, I purposely say something that is clearly not correct or the way to do something.....This may seem odd but it makes the students pay attention and ask questions when they feel something is not correct. It breaks down the wall of unapproachability by letting the students feel like they really understand something enough that they feel comfortable with saying "chef that's not right, I thought it was......"
