I notice that when I ask open ended questions it allows the student to critical think more. THey tend to recall the information alittle more if they have to think of the awnser.
One successful technique used was dividing the class into the prosecution side and the defense side. Questions asked are scored and tallied at the end of the class. The winner is given bonus points to use on the next quiz. This encourages some spirited discussions and involves many who would usually remain quiet.
I present current events scenarios and require all students to research, analyze, and present their point of view to their fellow classmates.
I like to do pop powerpoint quizes. These sessions are spread out in the powerpoints and will appear with no warning. Initially they are posed and anyone can answer them, but eventually the quiz will pop up with student names attached to questions. This way I can ensure everyone has participated and no one is overlooked. There are usually 4 to 6 questions in each quiz and they appear about 4 to 6 times within the powerpoint.
Hi Stephanie, Thanks for your post to the forum. You are using some great questioning techniques! Best wishes for continued success in your teaching career. Susan
Susan Polick
I had the students write down questions during the lecture.
I have a questioning review game for the first ten minutes of every class. This not only helps me to gauge what the students remembered from the class before, but also sets the "stage" for the rest of the class. It allows the students to feel confident and comfortable for asking questions throughout the rest of the class. I like to challenge the students with critical thinking type questions and they tend to like the fictitious scenarios that go with them. Open-ended questions are most effective.
Hi Atiya, Thanks for your post to the forum. Students do love to hear about our experiences and to share their own. It all makes the concepts that they are learning more relevant. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Rachael, Very creative and interactive idea! Best wishes for continued success in your teaching career. Susan
Susan Polick
I prefer to ask open-ended questions. I also share a my personal opinion or relate the asked question to my own personal experience, which seems to make them more comfortable about sharing their answers, ideas and experiences.
I have employed students reading the chapter and as they are reading the chapter, then write down some questions they think would explain the content more. This will allow for open discussion and improve communication skills.
Often times I find that students (especially boys) don't like asking questions during class in feat of being made fun of. To make it easier for them, I have them write down 1 (or more questions) on an index card. I then turn on some music, have them stand up, and walk around the classroom. This also gets their energy flowing and serves as a nice break! I stop the music randomly, at tell them they must find a partner. They ask their partner their question, and I allow them to tall for 45-60 seconds only. Then I ask if anyone's partner didn't know the answer. If that's the case, I take the time to answer them as a class, with the help of other students. I repeat this process 4-5 times.
I find that direct questioning of students is the best and most effective method for science based subjects.
Ihave found that by asking direct questions, give me asense of where the student is in their understanding of the material
Hi Marie, Thanks for your post to the forum. As you mention, much of getting students to participate revolves around getting to know them and getting them to feel comfortable around us. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Carla, Thanks for sharing a good technique for non-participants. Susan
Susan Polick
Hi Edward, Good job getting the questions moving! Susan
Susan Polick
I HAVE USED TECHNIQUES SUCH AS REWORDING THE QUESTION. OR PARAPHRASING THE INFORMATION.
I start with close-ended in the beginning to break the ice. students seem shy about answering an open-ended question because they do not want to be wrong and look stupid in front of the whole class. If a student answers an "easy" question and I give him/her a good response like, "that's right or "great" then it encourages the student to keep participating and it also tells the rest of the class that it is safe to come out of the shell because I don't bite. as the students get more familiar with me and the class and each other, then they start really participating and i can ask more open-ended questions.
I use the technique of splitting students up in groups of five. Each student is required to create a question from the chapter. Each student is required to present their question to the class. This techniques addresses those students who avoid participation without putting the student on the spot.
