In our Culinary realm, I want the new instructor to find out as much about the student as they can. I tell them to ask where has the student worked before, where do they want to work and haow are they going to get there besides going to this school.
call on different students, know the answer a head of time, group questions
I would suggest
1. Make it a habit to call on students who do not raise their hands.
2. Ask questions that force students to think, not just recall.
3. Do not respond in a way that makes a student feel inadequate or embarrassed.
I like your wording for describing open ended questions... "make them think, not just recall."
I'm afraid a new instructor won't know what an open ended question is. Employing wait time and showing respect for all responses is very good advice. I will share this advice with my new instructor this term.
As a mentor, I would encourage the new instructor to use open questions, to be sure to provide enough wait time for all students and to be respectful of all answers. Developing effective questioning techniques takes time, and it requires practice in the classroom.
I would tell them that when questioning your students for feed back to use questions that make them think not just recall. I would also tell them to give some time for the students to answer the questions, don't react. Last, always give praise to your students but don't go over board
It is easy to fall into the calling out trap. I ask my students to raise their hands, then I call on someone to respond. this is soemthing that I set up at eh beginning and I stop to take time to follow through on thsi method. I try to call on the quieter students even when their hands are not raised, especailly if the questions are not difficult.
I think one of the things missing for instructors is "how" to teach the students your expectations for these discussions. In the high school environment I teach, I fall into the trap of allowing students to call out. Regardless of how much preteaching I do in how to respond during class discussion, we eventually fall into the habit of just calling out. Open ended discussions are difficult for 9th graders, but more effective in the upper grades and college. I wonder if anyone has any hints on how they solve the "blurt" out problem.
To use questions as a very valuable way to stop and review before introducing a new topic, word, idea, concept etc. Do not use questions asked during lecture to verify what was learned. The students are usually not able to process and "learn" a new terminology word, organ function etc in just 10 minutes of lecture. Using open ended questions to review what was just presented gives the students a great opportunity to cover the material again, clarify concepts, and "rethink' what was just covered. In the fast paced teaching environment this can be one of the best tools to improve retention of information covered without "slowing" down and allows all types, and speeds of learners to feel they can process the inforamation.
As a follower of the Socratic method of teaching, I use questioning a lot and would encourage a new instructor to use more open ended questions, to employ wait time after the question is asked, and to show respect for all responses.
