Get Your Students Hired
This is a general discussion forum for the following learning topic:
Best Practices and Tips for Questioning in the Classroom --> Questioning in the Classroom
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Good information for me to consider just starting out.
Oddly, however, I found some questions in a module about good questions to be not worded very well, such as: "Compared to good students, many instructors tend to offer poorer students:"
That to me was confusing. "According to the research presented in this class", or something like that would help, but I learned in this module to consider "poor students" (labeling students as such I see as unfortunate, but I understand the context) and allow them more time. So the question of "many instructors" is not clear. Many may not allow enough time, but many might well allow enough time.
In my future practice, I will not only script out questions - but also include the responses I'm looking for. I plan to reflect carefully on student engagement and responses so I can fine-tune my lecture for future classes.
It important to provide all students with ample wait time. Teachers can not shorten wait time die to thought regarding student ability.
It is important to understand the different types
of learning styles your students have so you as the instructor can formulate the best type of questions to ask.
I could do better in this area especially in redirecting and using praise/ reinforcement.
from this course i will utilize redirectiing techniques with all students and increase probing te
Having completed this module, the largest take away I have received is concerning the importance of wait time. As an instructor, I am constantly glimpsing at the clock to monitor my progress in relation to the scheduled lecture. Sometimes a lecture prompts a lot of questions that contests with the allotted time given and I spiral into the worry that I will not be able to adequately deliver the rest of my material. But this module reinforces that given a proper wait time I can still manage the fulfill my lecture and better yet, those questions can contribute to the progress of said lecture. I think it is important to understand the students often have the same questions and by answering one, you are answering for multiple.
I really need to get better with my wait times on questions. I am going to try taking a breath before calling on anyone or before answering students. I'd love to hear other techniques that others find useful to remember to do this, especially at first when it feels awkward. I am having a hard time imagining the actual flow of a discussion when there is a student who immediately puts their hand up and you don't call on them. Other students are seeing that, and they're probably expecting that you'll call on that student, since they were first. Are folks who are good at lengthening wait times explicit about the fact that they won't be calling on the first student who puts their hand up?
I appreciate the examples of how to use different questions types as that was very helpful for me. I also appreciated the vast research presented on wait time! How interesting!
This module helped establish best practices for promoting active learning and engagement from the students through proper questioning and responses on our behalf. I enjoyed learning why giving wait time is so important to give students appropriate time to process and form a response. This module also reminded me that it's not always about getting the correct answer but also about developing critical thinking, curiosity, and active engagement. The practices will help me create an interactive classroom.
Probing and redirecting are strategies that I intend to employ more often in the classroom.
I hadn't considered wait time so specifically before; I will increase my awareness of this in the classroom to see how it influences student response.
What have you learned from this module and how do you intend to apply it?
Today, I have learned about the various types of responses expected from students in the classroom, and I've come to the realization that being aware of the type of response I aim to elicit in each lesson will help me prepare for the appropriate actions to take in response to those possibilities. Equipping myself with the necessary tools and strategies to address these responses and enhance the learning experience has been truly enlightening. It underscores the significance of proactive teaching and the role of educators in facilitating a dynamic and constructive learning environment."
Carmin Deysi Briceño Meza
This module helped me further understand how to answer questions from students. Also, using probing, redirection and use of praise in my everyday lectures.