Redirection & Probing
As an instructor redirecting and probing assist you in getting more students to participate in classroom discussion. If the first student is correct, I often try to get several answers for the same question from my students.
When going over an exam, I will go over the incorrect choices as well as the correct answer. This way the students will learn why the answer is correct and also why the wrong choices are wrong. This will help them when sitting for the certification exam in the future.
Aaron,
I also ask the class if they agree with the answer, whether it is right or wrong. This leads to critical thinking.
Judy Mohammed
Daniel,
Using other perspectives is a great way to open up our classes.
Judy Mohammed
Ronald,
This is a good use of this method. We need to guide our students on our expectations of their responses.
Judy Mohammed
Stephen,
This is also a way to help them out and to direct them to the correct information.
Judy Mohammed
David,
All of us need clarification sometimes. Redirecting and probing also helps us to keep the dignity of students.
Judy Mohammed
As a drafting technology instructor, redirection and probing has proven to effective. Sometimes there is more than one correct answer but there is usually one answer that works the best. Probing or using redirection allows them to see something from a different view point which is always a good thing.
I use these type of questions to aid students in finding possible errors in their thinking.
Students have a tendency to give quick and short answers. I use redirection and probing to get the best possible answers which allow more students to expand their comprehension of the instruction that they may not have completely understood even if they do not participate in the giving of the answer.
This is as great idea in a mechanical situation because causes of failure may not be mutually exclusive and there could be many different ones.
Students may have experienced similar failures due to different causes and this would help involve students in the discussion giving the chance to talk about actual experiences they have had outside of class.
I try to do this as well when practical. The question has to be clear and well structured though; when students aren't sure on the question, this leaves room for guessing and sometimes straying. Subsequently, a fair amount of time can be lost in clarification or additional redirection.
As a technology instructor I've found that due to the amount of definitions, theories and practices involved in the subject matter, this is a very effective way of assessing the depth of students' understanding.
