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Hi Damian, Thank you for your post to the forum. I predict that the 15 minute Q&A session you are planning will be so worthwhile for you and your students! Best wishes for continued success in your teaching career. Susan

Susan Polick

I feel that it would be a good guage on how well the students are taking in the information presented. I am developing a 15 minute Q and A session at the end of each one of my lectures to not only gauge where my students are but to help myself as well on how to better deliver the information

I feel that it would be a good guage on how well the students are taking in the information presented. I am developing a 15 minute Q and A session at the end of each one of my lectures to not only gauge where my students are but to help myself as well on how to better deliver the information

Hi Kim, Thanks for your post to the forum. You have good questioning skills! Best wishes for continued success in your teaching career. Susan

Susan Polick

Hi Kathryn, I agree, active learning is encouraged by active questioning sessions. Susan

Susan Polick

At the beginning of class, ask review questions from the previous day. At the end of class, ask questions about key concepts from that lecture. If a student asks me a question and I know they have had the information to anwser that question, I rephrase it and put it back on them. I will guide students to the correct answer if needed. This encourages critical thinking and problem solving.

That is a very good suggestion. Many students fear that they will get an answer wrong so they won't answer any questions.

It makes the class interactive and the students will be more likely to pay attention to what is being said because they are actually involved in the learning process.

Hi Mark, Thanks for your post to the forum. you are coaching your students to use critical thinking skills - great work! Best wishes for continued success in your teaching career. Susan

Susan Polick

Questioning sessions can reinforce what is being taught by allowing the students to demonstrate their understanding of the material. It also can be used as a gauge to see if the students are getting it. I tend to also ask leading questions, sometimes a series of leading questions. This gives the students a sense of accomplishment because they are figuring it out for themselves and not simply being told the answers.

I like the crossword and puzzle idea. Its fun but still a worthwhile way for them to spend their time.

When students ask questions they get a better understanding of the topic being discussed, not just for them but the whole class.

Hi Dennis, Thanks for your post to the forum. I like your idea of having students come to class with prepared questions. It ensures that they have looked at the readings and also will get them engaged in the discussions about "their" questions. Best wishes for continued success in your teaching career. Susan

Susan Polick

Questioning is the heart of pedagogy. Beyond instructor questions, it is often useful for students to come to class prepared with a question or two about the assignment due for the day. These questions can be discussed in small groups and in the larger group as a whole.

I utilize a questioning format in my surgery class. I find this technique to be effective so the students understand what they are doing and why versus just memorizing how to do something.

Questioning sessions help students make applications to the content they are studying.

Hi Jessica, Thanks for your post to the forum. Yes, to really assess the depth of students' knowledge we need to go beyond the "what" questions to the "How & why" questions. Best wishes for continued success in your teaching career. Susan

Like Gordon, I also use questioning to clarify whether students have just memorized material or really understand it. For example, after lecturing about photosynthesis, I find that most students can recite the reaction to me, but if I ask them where most of a plant's mass comes from, they will tell me that it is from the soil, despite knowing that all the carbon is coming from CO2 in the air.
This helps me assess what the preconceived misconceptions of the class are and correct them.

Hi Gordon- Thanks for your post to the forum. Great example of questioning that leads to analysis and application of their skills! Best wishes for continued success in your teaching career. Susan

I find that many students can quote lecture type answers about many subjects, but really don't have an understanding of the subject. I use questioning to check the understanding of the subject and teach as necessary so they can understand the material better. example =
Disasssembling a component. when disassembled, I might ask, What would the customers complaint be if we forgot to put this little part back into this assembly. If necessary, I then explain and answer the original question.

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