teaching methods, encouraging interaction, and asking questions
Post on 20-Jan-2016
30 Views
Preview:
DESCRIPTION
TRANSCRIPT
April 6, 2005Washington University Teaching Center
Teaching Methods, Encouraging Interaction, and
Asking Questions
Regina Frey, DirectorWashington University Teaching CenterEads Hall 105Phone: 314-935-6810Fax: 314-935-7917
http://artsci.wustl.edu/~teachcen
April 6, 2005Washington University Teaching Center
Outline
Teaching methods/strategies What makes an effective discussion
class Techniques for encouraging
participation Types of questions Learning hierarchy
April 6, 2005Washington University Teaching Center
Teaching Strategies/Methods
Many teaching methods can be grouped into 4 general categories Lecture Discussion Group work - Active learning, Guided inquiry Individual learning
Not one superior teaching method Teaching strategies are NOT exclusive of one
another; use a combination
April 6, 2005Washington University Teaching Center
What makes an Effective Discussion Class
Planning and preparation of the class are important. Define objectives for each session and a plan to obtain those
objectives. Have a number of carefully crafted questions to ensure that the
discussion class moves forward and that the main points are brought forth.
Wrap-up at the end to summarize the important points that were discussed during the session.
The instructor needs to create a comfortable and non-threatening environment.
The instructor must show respect for all questions and comments.
The instructor should do a summation at critical points in the session.
April 6, 2005Washington University Teaching Center
Techniques for Encouraging Participation
Ask appropriate questions – see subsequent slides Wait for student responses Redirect questions to other students Place the emphasis on student ideas Avoid interrupting student answers Use positive reinforcement Use students’ names
April 6, 2005Washington University Teaching Center
Techniques for Encouraging Participation
Repeat student responses to summarize or clarify ideas
Pick up on comments or suggestions that were not discussed
Use nonverbal cues to encourage participation Could assign students to solve the problems at the
board and lead the discussion Use small groups to solve problems Allow students to think nonlinearly about the
problem - brainstorm
April 6, 2005Washington University Teaching Center
Types of Questions
Managerial (20% of all questions asked by instructors) Deal with classroom operations Does anyone have any questions about the assignment?
Rhetorical Used to emphasize a point or reinforce a statement ‘Can anyone look at our reduced standing in the world today and
say, "Let's have four more years of this"?’ (Ronald Reagan, 1980 Republican National Convention Acceptance Address)
Closed (60% of all questions asked by instructors) Used to check retention or to focus thinking on a particular point What is the limit definition of the derivative?
Open (20% of all questions asked by instructors) Used to promote discussion or student interaction Given the following data points, how might we best fit them?
April 6, 2005Washington University Teaching Center
Types of Questions to Encourage Participation
Probing questions Clarifying – used when a student’s comment is unclear or vague
Could you elaborate on that point? Increasing critical awareness – used to explore the student’s thought
process What are your assumptions?
Refocusing – encourages the student to see that concept from another perspective Let’s analyze that answer.
Prompting – used to help refine a student’s statement or thoughts Redirecting (to another student) – used to encourage student-
student discussion Divergent questions – no right or wrong answer; encourages
exploration of ideas What are some ways to modify the social security system to handle
the baby-boomer generation? Higher-order questions – based on Bloom’s taxonomy
April 6, 2005Washington University Teaching Center
Asking Questions Based on Bloom’s Taxonomy
Category Definition Question words Example
Evaluation Judgment, making value decisions about issues
Judge, appraise, evaluate, assess....
Evaluate using this approach in solving this problem…..
Synthesis Combining of ideas, Creating an original product
Compose, construct, design, predict…
Prove the following statement…..
Analysis Subdividing into component parts, determining motives
Compare, contrast, examine, analyze….
Compare the difference between……
Application Problem solving, applying information
Interpret, apply, use, demonstrate….
How would you apply the use of integrals to this thermodynamic problem?
Comprehension Interpreting, paraphrasing
Restate, discuss, describe, explain
Explain the steps used to solve this problem.
Knowledge Memorizing, recalling information
Who, what, when…
Define, recall, list…
Define the following terms:……
April 6, 2005Washington University Teaching Center
For more teaching tips, visit our website!
http://artsci.wustl.edu/~teachcenClick on Teaching Assistants
top related