I think asking other students to expand on answers is a great way to include more of the class in a discussion of ideas with peers as well as their professors. Its a little less intimidating. Using names is also more personal if not putting a student on the spot too much.
I realized that mixing up the types of questions you ask gives students more chances to show what they know in different ways.
This module highlighted the critical role that questioning plays in supporting student learning. I gained a deeper understanding of the different types of questions that can be used to guide thinking, check understanding, and promote deeper engagement with the material.
The module also emphasized the importance of knowing how to ask questions appropriately and how to respond in ways that further student learning. It reminded me that questions aren't just for assessment—they're tools for connection and discovery.
One key takeaway was the value of truly paying attention to students' questions. When we take their inquiries seriously and respond thoughtfully, we create a classroom culture that encourages curiosity, dialogue, and active participation.
An instructor can utilize questions or a line of questioning to spark more robust discussion.
There is so much that I can take from this particular lesson. For starters, there is value on the importance of questioning by both instructors and students. Teachers encourage dialogue and student openness by purposely creating a "safe space" where the thoughtful responses and questions of students AND their peers are welcome.
How information is presented also plays a vital role in how information is received. Good communication skills in both verbal and non-verbal ways could make or break the relationship of learning that an instructor has attempted to build/create.
As a side note: I was a little disappointed by the video on Investigative Questioning. While I appreciate the material, I found it very difficult to focus on the topic given the number of "Ummms" between thoughts. She used "umm" no less than 10 times in a presentation no longer than 2 minutes. I am surprised that this program would use a video like this. I imagine this young lady created this video as part of a class requirement in her teaching education journey.
From the strategies that are applicable the Harvard speaker mentioned the following: "anything you can do to bring students into the discussion that is what makes for an effective response". In other words if a student can actively engage in conversations with their peers they have an active discussion that brings about the learning process to flourish. He also stated the three main types of question characteristics and how to make them effective.
Open questions- They're broad wide-open. Good to start a discussion.
Closed questions- Has Bob cheddar job been filled? Use the close-ended questions to change the focus or direction of the discussion
Personal questions (hard to use because these questions intensify/cool subjects)
1. Tom what do you think is the best method? Diana why do you think Tom is right? these questions put the person the spot light and thereby intensify the heat.
2. To cool down a discussion use abstract thought as in, what are is the underlying theme of the story line?
Comment on Shawn Groveunder's post: What is your strategy to make them participate in the learning process? Do you take them to field trips, have a guest speaker, or are you the sage on the stage?
Making the student feel like they are contributing to the lessen makes them want to contribute more.
I often asked my Students questions and I'd get "I don't know the answer" looks or eye balls rolling. I never knew there was a particular technique to asking questions and how to get a productive response from the Students.
I like to be in open interactions with the students by them asking questions. Most of the time if the students have a question for me I always tell them to think about their question or problem first before asking because a majority of the time they answer their own question in the question that they ask.
Re-directing questions is something I like but often don't practice enough. Possibly my material is too easy so I get the answer right away or I don't have the opportunity to create a question from the material that would generate that type of discussion. There is a lot of right-wrong answers, little flexibility with a subject like Worldwide Geography. I'll try to utilize that more.
I learned that by using different types of questions you give your students different opportunities to answer questions.
Questions must be presented to the learners in which they can understand.
This module contained examples for engaging with all types of student response. Equipped with these strategies, an instructor is better able to use questioning as a tool to both expand and assess understanding.
This one helped me with tips on how to handle students not responding, and what do do with students that are trying to redirect or get us on tangents.
Quizziz is a great tool to get classroom participation. The instructor also needs to train to become good at Q/A, like the H.B.S. video.
A thought provoking module on questioning as a learning tool and the Socratic method.
I have learned that the use of questions that are well thought out are an essential tool in the assessment of student learning.
Asking questions seem to be an art, you have to decide what the purpose of your question is, if is to gauge student understanding you can ask open ended questions or if to drive home a specific point you should ask close end question. Always prepare and come up with your question before hand so that the responses will have the desire effect.
The Socratic method of teaching seems interesting. In CTE it could be used to make sure kids understand what gear they will need for a specific type of shoot, how they will set it up, and why they will set it up that way.
