In this module, I learned the importance of questioning. Questions should be preplanned. As answers are being given, follow-up questions are important. Students should have the be able to understand the basic comprehension questions and then scaffold them up. As the instructor, you should ask the question and then give wait time, and call on a student. It allows for students to not drift off. A good way to check for understanding is to have other students restate what is shared.
Don't ask if students have any questions, especially at the end of class. Have questions prepared
I have learned that having multiple-level lesson plans with planned questioning will help keep the students engaged and on task.
I have learned that you should plan your questions out and be prepared. You may have to ask a question in a different way to get students to understand. Questions should also be repeated and reinforced
Having Effective and efficient instructional strategies put in place plays a huge role in how well the student understands the lesson. I will put some thought in what questions to aske them and how to ask them.
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I am guilty of asking poor questions, I guess. I often ask "does that make sense?" or "Does anyone have a question?" I need to rephrase my questions and help students turn a wrong answer into a right answer. I liked the Harvard video of the female instructor who would lead students to eventually get to the right question so they were successful. I am not sure I can do it, but love the idea.
By asking the student questions that may lead to the correct answer, a teacher has prompted critical thinking while maintaining the students self esteem. Be sure to thank the student when the correct answer is finally given.
If the instructor has a good experience in his field, he can create good questions. and keep the class paying to his questions. and he can lead the students and let all of the students paying good attention to him and they share because he will create the environment needed.
It was really helpful for me to read the components of a good question and the alternatives to "any questions" at the end of a class period. From my side, it seems like this is inviting any confusion from the topic, but it was helpful to read how students interpret that question and good replacements.
Preparing questions before class that are well thought out and cover course competencies is crucial. Also, being able to assist students to the correct answer after they have answered incorrectly with leading questions is an important skill to have.
I will have my questions planned out for my students, and allow them the time needed to answer the question and restate the question in a similar manner but in simpler terms where they can understand.
For teachers to be effective they need to ask a variety of questions and at multiple levels.
Bloom's was a great insight to all the ways a student should be able to answer questions about a topic.
From the module on planning effective questions, I’ve learned the importance of crafting questions that engage students, promote critical thinking, and assess understanding. Key takeaways include:
1. Clarity and Purpose: Questions should be clear, concise, and have a specific purpose, whether it’s to assess prior knowledge, provoke thought, or check for understanding.
2. Differentiation: Questions should be tailored to students’ abilities and backgrounds, allowing for differentiation to meet the needs of all learners.
3. Higher-Order Thinking: Encouraging questions that require higher-order thinking, such as analysis, synthesis, and evaluation, can deepen understanding and promote critical thinking skills.
4. Wait Time: Allowing sufficient wait time after asking a question gives students the opportunity to think and formulate their responses, leading to more thoughtful answers.
5. Feedback: Questions can also be used to provide feedback to students, guiding them towards the correct answer or helping them to rethink their approach.
I intend to apply these principles by carefully planning and phrasing questions in my lessons to ensure they are engaging, thought-provoking, and aligned with the learning objectives. I will also incorporate more opportunities for student-led questioning and discussions to further promote critical thinking and engagement in my classroom.
I make a point to ask my students one on one questions as I'm checking their lab projects, reviewing what knowledge and skills have been used to successfully complete the lab assignment. This has truly helped me gauge the true level of understanding that the student has concerning what we are working on. This module was very helpful in helping me to think about different ways to engauge my students through using more questions during our lecture class times to better help them truly grasp the material that is being presented.
Planning questions not only prior to starting the lecture portion of class but throughout-facilitating discussion that encourages critical thinking on the part of the student not just memorizing facts and figures. Also, I learned I am guilty of asking there are any questions at the end of lecture which I will immediately stop.
I have learned to avoid blank questions. Also, that having properly planned questions facilitate learning.
A few key takeaways from this module that I found interesting and easily applicable were how to get students to listen to each other, how to ask effective questions and the importance of developing well-worded questions that students need to know.
When struggling with students who don't seem to listen to their peers when answering questions, as an instructor, you can ask other students to "paraphrase or respond to their classmates." by doing this, you are more likely to keep the student's attention and engagement.
To ensure instructors are asking "good questions," we should develop the questions for lectures ahead of time, and they should be planned and directed to individual students, followed by silence; answers should be repeated and reinforced, additional questions should follow, and questions should be above the recall level.
I already participate in these practices but plan to reevaluate my process.
It was very helpful to learn the qualities of good questioning. I am guilty of asking "does that make sense" and "any questions" at the end of class/lab and have been left with blank stares that do not tell me that they have all mastered the objectives or met the outcomes. I do now see that many that don't really understand may say they do to avoid being exposed. I will also start directing questions to specific students and not offering a blanket question to the entire class where the overachievers often dominate.
It is important to ask good questions directed at the class, rather than a general announcement asking if anyone has questions. These questions should be thought provoking, and inspire more questions after. As the instructor, I should come to class prepared with these questions for the end of my lecture.
