Questioning as a Teaching Technique | Origin: ED103
This is a general discussion forum for the following learning topic:
Student Learning and Assessment--> Questioning as a Teaching Technique
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Asking good questions is important for continuing discussion and encouraging engagment of the group. Additionally, allowing a few seconds for students to speak improves participataion.
Ramon Gonzalez
This Module teach real well the importance of how the instructor can interacting with de students through of the questions, giving opportunity to engage students to participate in different answers increasing the attention of all class
Asking questions and making students feel comfortable after their answer is important to help the students feel like no question is a dumb question if they are trying to learn
One key takeaway from this module is the critical role communication and soft skills play in career success. Research shows that ineffective communication and interpersonal skills cost people more opportunities than a lack of technical ability, making it essential for instructors to hold students to professional standards in both written and oral communication.
My takeaway from this module is the importance of using questions to actively engage students during lecture. I am looking forward to incorporating tools such as polling platforms, a Google Slides “Parking Lot,” and Poll Everywhere to increase student participation and interaction.
Questioning is used for checking understanding. The question should not be broad. Allow pause for students to formulate an answer.
I love having class discussions and getting my class involved, hearing different students perspectives opens up for a broader conversation.
Ask appropriate questions to encourage or engage the students, and not to push them away.
Comment on adrian smith's post: Maybe its not too vague but they don't or haven't retained enough information to critically think of an answer
give students a chance to answer
What I have learned is that when we are having a discussion to give all of the students a chance to answer questions. Let them know that no questions are dumb to ask if you don't know so I can figure out a different way to explain what I'm discussing in my lectures.
Comment on Radha Reddy's post: Yes! I took the same thing away from this section. Many times I'm afraid that the rhythm of the class will slow down and the class will lose focus. However, it's our responsibility to create a safe place of learning and working through things with students.
I inform my students that my class is a safe space. There are no stupid questions.
In this section, i saw a few things,
1. I occasionally jump to the next question or am planning the next comment/question while students are answering. while i don't do this too often even once is one time to many.
2. some of the approaches meant to be broad spectrum to include multiple answers may be simply too vague and this is why students are struggling to be answer to answer. they simply don't know what I am looking for so they are afraid to get it wrong in front of their peers.
What I learnt from this section was for waiting after asking a question and answering a Question. Also giving the students time to write out their answer.
I plan on making time for my students and allowing them my full attention when asking questions and having a discussion.
Questioning is an important part of the learning process. Asking questions give instructors an opportunity to measure the learning of the students. When students are able to ask appropriate questions their learning advances even more. Questions need to be worded correctly in order to solicit appropriate responses.
Tchelinda Hunter
I learned that questioning evaluates students level of understanding, teachers should ask open -ended questions, provide wait time 1, wait 2, silent time 3 seconds, and use different types of questions.
Students must learn connection. Material learned cannot be viewed as pragmatic pieces of information. Where does it fit? How does it fit? How is it the same? How is it different?
