i normally ask students questions that they can relate to in their personal life. that usually gets them involve.
I like to use questions that make the students give answers that aren't just yes or no. Open ended questions usually can get a discussion going which leads to more participation and better understanding of a concept.
Recently, in one of my classes, I developed a Jeopardy Game using multiple-choice questions covering previously discussed chapters. The Jeopardy Game was a sort of a review activity of what they learned from the 6 chapters that we covered. I divided the class in two groups. Each group has its representative to ring the buzzer and to answer a question. One student was set aside to keep scores. Another student was set aside to decide who rang the buzzer first. And one acted the role of Alex in the real Jeopardy Game. I clicked on the computer to get the game going. The prize was a 5-point credit towards the Midterm for the winning group, 2.5 for the first-runner up. We didn't want to use the word 'loser'.
The class was 3 hours and we had 2 rounds of Jeopardy Game. My students' laughter and words of encouragement for each other were precious.
One technique that I have -- and lean towards -- is simply waiting. I don't rush to reply to an student's response, nor do I rush to fill the silence if no one answers my question immediately. I don't treat silence as threatening.
Often when I ask questions I start off by saying there are no right or wrong answers. I feel this enables students to feel free to participate and not worry about being embarassed if they give the wrong answer. If they do give the wrong answer than I take that time to explain the right answer. I feel they are more willing to partcipate in the future. Most people, I find just fear giving a wrong answer in front of people. When this fear is taken away they are more willing to participate.
Hi Eryn, Thanks for your post to the forum. Yes, giving your students easy access to references is so important! Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Shawn, My undergrad degree was also Philosophy. ( My mother used to ask if I was just going to sit in a cave and "Think" with that degree - or get a "Real Job"?) Happily , I have a "Real Job"! You are so correct - we need to encourage our students to think critically as this is a skill that they will use throughout their lives. http://www.tecweb.org/styles/gardner.html
Susan Polick
I use the critical thinking process with students. We discuss the 4 critical thing questions that can be used to stimulate critical thinking or problem solving. We work discuss and work throughout the critical thinking process in class using a current hot topic. As an assignment, each student must select a current issue or topic of choice and present the issue in class bynusing the 4 critical thing questions and process. After the presentation, other students are able to share their thoughts, questions, and provide supporting evidence.
I find open ended questions most beneficial. I also find that if I ask students a questions and provide a place, in the course text, for the student to reference, this will allow them to find vital information in the course text as well as participate in the classroom confidently.
I like to begin with "real-life" situations that speak to the student demographic. This helps the students first recognize that I understand their needs and wants. Then, I encourage them to discuss their own particular situations with a topic. You need to make students aware that you can relate to them and the world around them.
Teaching in a medical field, I take advantage of the fact that what we are discussing relates to all of my student personally or some one in their family or friends. Everytime I start my lecture with a question and then the discussion starts and sometimes I find it difficult to finish my topic as there is so much discussion going on in class.
Opened ended response techniques .
Because I was a philosophy major, the Socratic Method is not only home to my heart, but extremely useful. I encourage students that before they answer a question, they understand the verbage and concepts before being asked. Otherwise, answers may be understood and accepted without thought, but not substantiated or validated.
I have introduced clickers in my class discussions. I would have a certain number of questions; multiple choice, true or false, etc. and have them answer through a anonymous answering response system. If a large number of students get the wrong answer, we stop and discuss what could be the right answer instead of me moving on the next one.
I also use forum discussion like this one. I will pose a case study type of question on their student portal and the students will respond by answering the question based on life experiences, the information they are studying, and past knowledge from previous classes.
Hi William, Thanks for sharing a good example of how to demonstrate the relevancy of general education classes such as English! Best wishes for continued success in your teaching career. Susan
Susan Polick
I teach English, and I like to ask students if they write email for work or have brainstormed or have themselves had to write procedures to help train anybody. I usually have someone who not only volunteers an answer but serves as an example for the need to take my class.
Since I teach anatomy and physiology I cover a number of illnesses/diseases. I ask if anyone in class has this particular problem or if a family member does. This invariably elicits responses of a personal nature and often leads to questions from other students about the subject topic.
Hi Salvatore, Including questions in your lesson plan is an excellent strategy - much better than coming up with all your questions on the fly! Best wishes for continued success in your teaching career. Susan
Susan Polick
I love open ended questions. I believe that it is the best way to bring out the information needed.
Usually I bring the topic, start my presentation, ask the question to the group, and pause. As it was mentioned in this course, I will give them a few seconds to answer. If no answer, I would rephrase the question. However, most of the time, I dont have to rephrase the question. I was amazed to see that some of the techbiques I use in the classroom were discussed on this class.
