1) Use the first day to set your tone, ask a combination of closed and open questions, and get the students to ask you open and closed questions. If you want dialogue in class, start the class with dialogue.
2) Students need to have a foundation of knowledge to answer questions that require them to think. So teach them that foundation, reinforce it with questions so they know they know it and then get them to think.
3) Some our our students are shy to answer, even when they know the answer. So WAITING is so important. Give time to answer, and even when someone shouts the right answer quickly, wait, someone else might say a different answer and then you can work through figuring out the answer as a group. Always be patient when waiting for a response, awkward silence means someone will fill it, it does not have to be you.
I sometimes ask a student who is not paying attention and talking during my lecture a question. I usually say their name and then ask them to comment on whatever we are discussing. something like "Olivia, can you think of a way to apply this to your current job or the one you will be getting when you graduate?" It is opened ended and gives them a chance to answer and not look foolish in front of their peers. I use a lot of power points so they can view the screen and try to recover. After the first time I do it usually, I get less talking and more people able to answer my open questions.
The first thing I would tell a new instructor about asking questions during a lecture is to ask questions after lecturing about a specific category of the lecture material. In other words, don't wait till the lecture is over to begin asking questions. The second thing would be to ask questions that would require the student to put the information into an analogy. The third thing I would tell a new instructor is to have the students ask each other questions.
I would tell the mentee to use open questioning mostly during a lecture; always give ample time when waiting for answers; and call on all students not just those with hands raised.
I would begin by suggesting that he or she get used to asking questions during lecture. Then, to proceed by refining the questions being asked. Questioning during lecture was something that I had to, myself, get used to, and now I will use what I learned in ED114 to ask my questions in a better manner.
Be sure that throughout your instruction that you are asking questions to be sure that the students are following and understanding the information you are presenting. You want to ask simple closed questions - repeating back what you have just presented. As you progress through a lesson, go back to previous topics and ask an open question requiring a more thought out answer where a student or students must discuss information beyond what was simply "told" to them. Lastly, as students are answering questions, be sure to assist if the answer is not quite what you are wanting. You may want to redirect to another student to add information or you can stay with the same student and help "redirect" them to a more appropriate thought process. As they answer correctly and appropriately be sure to give them some form of praise or recognition - as simple as nice, good to that was a great answer.
I would tell them to use any type of question, it really doesn't matter what type, i.e open / closed / whatever, to engage students that may not otherwise participate in the discussion. Use them to draw students into the conversation and into the class. The worst thing that could happen is a student sits in the back of the room and does not participate. Any type of question draws them out.
Ask questions during lectures, this helps guide the lecture in the way it should go. Be patient when waiting for answers, you may not get the correct answer the first time. When the students ask questions, use probing tactics to get the answer from the student.
Hi all,
Funnily enough, I just took a different professional development course on feedback and the use of Socratic questioning within feedback, so I would have to say that I would have to share the suggestions I gained from that class - don't just offer stagnant feedback. Ask questions to get the students thinking. For example, in one class I teach on social media, I have been able to ask students to consider the effect on society. Based on their answers, I might ask them open, Socratic questions that consider not just how they perceive the effect, but how others might. How might someone with disabilities use Facebook? Would it be different than someone without? The same? Are there more benefits to them? Less?
Another thing I would discuss is wait time. That is something that I also have learned about previously. I think that we all have the feeling that things should move quickly, but sometimes that pause is necessary for students (and instructors!) to gather their thoughts.
Finally, I would talk to them about how to use procedural questions to encourage participation instead of discourage students. It's important to make sure that students don't feel that they are failing simply because they did not complete a task as quickly as others. In my classes, I often ask people "How much more time do you need? Five minutes? Ten? More?" because it implies that they would need that time instead of asking "Are you finished yet?" which might imply that they should be finished and that not being finished would be a problem.
Thanks,
Kate
I prepare each lesson plan by making sure to call on every single student. I also integrate various question types. I ask for volunteers to mix it up.
I would encourage them to use personal experiences and open questions to students. Interactivity and personalization are important in keeping students engaged
I certainly must learn the "art" of pausing after the question. I feel I have been inconsistent in the past because I wasn't sure on how to appropriately do this.
I love your advice in #3! Sometimes I feel the discussion is getting out of control and I agree that asking a closed question would be a great way to move on.
As a mentor to a new instructor, I would first ask them how they feel about asking questions in the classroom. I know for me, I didn't really know how to ask good questions in the online learning environment.
I would take the time to explain the different kinds of questioning as well as give examples. I would do a bit of role-playing and ask him/her the questions so they can compare which question would be more appropriate for some situations.
Finally I would highly recommend he/she take this course to learn more. If that is not an option I would do some research and find a good book that discusses questioning.
Johnny,
Great advice! I would also advise to use more open ended questions.
Judy Mohammed
Vincent,
This is excellent advice! I use more open ended questions so that they do not feel pressured to come up with the correct response.
Judy Mohammed
Stacie,
I agree, Stacie! I try to call on every student. Sometimes I call them in the order in which they sit, so I include everyone or I use the roster. I also ask open ended questions so that they feel less pressure to come up with a correct answer as such.
Judy Mohammed
I'd let the new instructor know that 1) it's crucial to know the material before being able to ask questions about it, 2) craft your questions to work for a variety of different types of student learning capabilities, and 3) to be sure that questions are used to help the students comprehend the material and to reinforce the students'effort and comprehension.
I have mentored new instructors and my advise was to
1. Probe!-Use questions to get the students thinking and involved.
2. When looking at a class for the first time, get to know the students-but don't be too "pushy" to the student who is delibratley shying away from questions at first. Some more shy students need to develop a "relationship" first before opening up.
3. Questions should NEVER de-mean a student. Handle "wrong" responces with a comment of your own as to why it's not correct and move on.
I would encourage her to interact with all the students and not just choose the ones with their hands raised.
Kami,
I use questions all the time and more open-ended ones - this allows more critical thinking. I try to get participation from everyone and sometimes I call on the quiet students by name, in which case, I ask simple questions or ones seeking opinions. If someone seems stuck or hesitant, I open the question to the class in a way that would not embarass the first student. I may say, "Who wants to share their opinion?" I always let students know that I do not have all the answers and I will try to get the answers for them. Sometimes, I ask them to investigate and come back to the class with the answers.
Judy Mohammed
