Hi Jennifer - Thanks for your post to the forum. Your strategy of "checking back" during lecture is excellent! Best wishes for continued success in your teaching career. Susan
A technique that works for me is to ask a question to the class that I am not sure of the answer. With such diversity in adult learning, there is always something to learn and this method increases a student's confidence.
I present the question, then ask students what do they think. I believe that asking students what they think decreases the fear of students worring about being incorrect with their reply.
The second section of ED 103 has been very helpful, and answered questions I have been struggling with for some time. I will start a new semester next week, and the hints I reviewed regarding characteristics and types of questions will be immediately implement into my presentations.
Great information!
I tend to refer back, during a lesson, to information that was learned during the past hour. This lets me know if the student is comprehending the information. The question will not be to broad that the student doesn't understand, but in fact be relevant to the information currently being taught.
open ended questions are great for giving students an opportunuty to explain what they understan
Ask the studentd simple and direct questions on procedures they have performed or information tht was previosly studyied to dtermine students understanding of material
I agree with Amy, open ended questions generate number of responses that give the instructor a better perspective of learners stand, understanding, and comprehensions.
Hi Connie - Yes, it does seem that when we are willing to share our own experiences, our students are more inclined to do so as well, or at least get more involved in the discussion.
Best wishes for continued success in your teaching career. Susan
I like to have lively student participation in class so I am often throwing questions out to students to get their responses. I often preface a question with a personal story or example of my own which seems to break the ice for students who might otherwise be hesitant to contribute and get them interested in talking about their own experiences. I also (as was mentioned in the lesson material) try to draw quieter students in to the discussion of a question by asking for their opinion on material being discussed in a question.
I tend to ask very specific questions that build on the lecture or activities we are doing in class. I then move on to more thought provoking "Outside of the box" questioning to guage their critical thinking skills and application by giving them scenario-type questions. Some times I ask individually and if I have more time I assign it to a group for collaborative learning.
Hi Carrie- Thanks for your post to the forum. Students do love to share their experiences and it engages then in their learning as they do so. As you mention though, we learn from them as well!
Best wishes for continued success in your teaching career. Susan
I like to ask students about their personal experience with a topic being discussed in lecture. I have found that my students can have a lot to add about something that I may not know specifics about. It also helps me with future classes so that I have real stories to share with them. The students learn a lot better when they can participate in the learning process.
I attempt to create questions utilizing the student's experience by asking stating "tell me about a time when...." or "does anyone have any life experiences that they would like to share about this topic?" Students will begin sharing their experiences and soon the other students begin to join in sharing from their own personal experience.
By asking an "experience" type question seems to open up the quieter students that are reluctant to particiapte in class.
"Has anyone....", "Give me an example from your.....",
Ed's classroom sounds like a wonderful place to learn. Americans do tend to be rather competitive; I encourage my students to become peer educators by giving them written case studies or vignettes and questions in class. They have to answer the questions in writing in small groups.
I have found that asking questions that they know can be turned around into questions that make them explain the topic, so they feel like they have total comprehension of the topic.
Hi Amy - thanks for your post to the forum and for sharing some terrific examples of open-ended questions! Best wishes for continued success in your teaching career. Susan
I have found that most definatley, the Open-ended questions work for me. For example, "tell me....what you think, how do you perceive that, how did you feel, how do you think your patients will feel, etc...
There are times where I have to adjust that depending on the lecture topic, but it makes the student feel great when I call their name and make it personal.
Hi James - Great examples of creative thinking exercises for students! Best wishes for continued success in your teaching career. Susan
