Mix it up. That is, ask both open and closed questions and direct your attention to individual students so that each feels they are invited to offer an answer but are not required to. For those students who rarely or never offer answers, I suggest redirecting to them from time to time.
Also, for those who typically avoid answering closed questions, we can offer up interpretation questions, wherein they can offer their opinions or conclusions, then probe or redirect to help them feel like they are contributing to the class.
I agree with Ben. What better way to get students fired up about the subject matter than to engage the students in a meaningful discussion about the particular subject. I also feel that taking a side road every now and then keeps students in tune because they’re now curious where you are taking them. Once I do this, most students now want to become part of the conversation and will engage freely. As Ben does, all options are open when “seeing†how a particular class or student reacts to the current style. Find something that works, run with it, be flexible and don’t alienate any students.
Sometimes after a lecture I will ask students to write question for reviewing the material. The questions are ramdonly pulled out of box and read. Sometimes because most of the questions are closed questions I reword them to make them more of an open question to create discussion.
Wayne,
I like your style. I use the same technique - I probe to guide them along.
Judy Mohammed
I never tell a student they answered a question wrong. I once attended a training seminar and the instructor made an “aaattt†noise every time someone answered a question wrong. Needless to say everyone quit answering questions because they didn’t want to be the next one to be embarrassed. That doesn’t mean I accept incorrect answers, I’ll probe the wrong answer and steer the discussion to the correct answer. Students will learn why one answer is wrong and one is correct.
robert,
Wait time is important and for many teachers, including me initially, we have to learn how to use wait time effectively.
Judy Mohammed
Tim,
Great advice! From the outset, I let my students know that I do not know everything. I share that I learn from them during the classes and we research questions that we do not have readily available answers.
Judy Mohammed
Benson,
Excellent advice! I also believe that asking questions is an essential part of learning.
Judy Mohammed
Allow the students time to respond to your questions.
During our initial instructor training we have the new instructors present two short classes (30 minutes) to the Education Management Team. Part of the presentation is graded on their questioning techniques to students and from students. I sometimes will try to take the instructor off track during these training events by asking questions off topic. Answering questions correctly is just as important as asking them. The 3 things we stress are asking a blend of open and closed questions, learn to say "I don't know" if you don't know and reading your class to give everybody the opportunity to answer a question correctly. This helps build confidence in the students that may be insecure about participating in the class discussions.
Questions asked in the classroom are essential, not only from the instructor but from the students. I tell my students from the start of the class that I do not intend to lecture, but rather to have a converstion with them. I have used all of the tecniques mentioned in this presentation very effectively.
The three tips I might give a new instructor would be; 1) ask lots of open questions to provoke participation along with redirection and probing, 2)Even for incorrect answers, always praise the student for a response, 3)Experiment with different methods of delivery, keep a mental log of what is most effective.
Phillip,
In these cases, I use probing, very respectfully, to guide them to the correct information. When they continue to struggle, I open the question to the entire class, again in a respectful manner.
Judy Mohammed
Thomas,
Great advice! I do all that you have stated. I always let students know that I do not have all the answers. Many times, I let them research the answers and bring back to the class. Probing is excellent and should be smoothe and uplifting.
Judy Mohammed
Richard ,
The silence or wait time is essential. Everyone, including some teachers, are uncomfortable with silences in class. the good thing about open ended questions is that they do spark further interaction.
Judy Mohammed
Harry,
Good technique! It is important to get everyone in the class involved in responding.
Judy Mohammed
ibrahim,
This is great advice! When the first student respond correctly and I seek other answers, it is sometimes confusing to the class - they wonder why I am still seeking answers. I let them know that they must be confident in their responses.
Judy Mohammed
First I would suggest the instructor bone up on the subject,and make questions up from the course material. Use questions to help teach the material by building on what they know and use probing to draw out some knowledge and redirect to gain more. Always be ready to jump in and guide and add info as the class moves to its objectives. A bad thing would be to answer student questions with a question it does make the student feel that you are incompetent . Never BS a answer.One must make probing and redirection smooth and not condescending
I've tried that method as well, having some students that are dedicated underachievers find they are going to be put on the spot if they don't pay attention to the questions asked, as they may very well have one directed at them and they'll not know how to answer. Sometimes asking them to think puts them on the spot, but those who are alert are thinking ahead for answers, or questions they wish to pose.
charles,
You are so correct. Students enjoy being challenged, especially while learning.
Judy Mohammed
I agree. A generous blend of questions, keeping a majority open ended, adds to learning. Promoting questioning engages students and increases their learning.
