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

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