Best Practices and Tips for Questioning in the Classroom | Origin: ED114
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.
I need to work on praise/reinforcement.
Redirecting and probing offers better comprehension for student and class.
I hope to ask more probing questions during class to encourage students to ponder deeper on important topics.
Too much praise and reinforcement can cause it to become meaningless
I found this module (2) quite good. I will use scripting in my class to add a "question period" during my lecture.
I have learned to give the students more time to think of a response to my questions.
I hadn't thought about using praise and reinforcement as a way to encourage certain behaviors. That may be challenging or awkward to do in a large class.
Redirection is something I should work on.
Because a classroom setting beckons more logical interactions with students its quite necessary to allow for a "wait" time between student/instructor question and answer as well as student to student question and answer. Its a great technique that is purposeful. During these wait times Bank on givingall students equal opoortunity to respond even when it takes longer than usual. Its best to give students enough wait time to get better achievement and retention.
The next four techniques redirection, probing, reinforcement, and use of praise can take us into the type of questions that can make student/instructor interchanges a lot more precise. Through the use of redirection processing for example this can be used when asking questions such as, Paul can you add to what Mary said? Probing comes in the form of question such as, asking follow up questions that guide the student. Yet, reinforcement is best exemplified by dealing directly with a students actions. Last, Use of praise is more personal such questions come in the form of, "Jane you have really mastered the subject".
Never thought that the wait times were as important as they really are.
That module helped me feel like I am on track for the interactions I am experiencing in class. Probing, redirection, and praise are standard during my lectures. This module also reminded me that it's not always about getting the correct answer when questioning the students. It is about getting them engaged and working together.
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.
Overall, this module was informative and will be useful in the classroom.
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.
