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Student Qs and As: College

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Inquiry Strategies for the Journey North Teacher. How do you react to student answers in class? [[AAPT Session: Effects of variation of faculty practice on student perceptions, Chandra Turpen]] Many faculty and high school teachers use some form of peer instruction or student response system (like clickers) as promoted by Eric Mazur, but they’re used in a huge variety of ways in the classroom.

How do you react to student answers in class?

This has a sizeable impact on their effectiveness and how students respond to them, which has been the topic of study for a while. My program has created a document on Best Practices in Clicker Use that you can download. This current study focussed on how faculty responded to student answers to clicker questions. Did they focus on getting the right answer, or making sense of the answer? Why don't college students ask questions in class? Module 13: Behaving Equitably and Responding Affirmatively to Questions. By Robert J.

Module 13: Behaving Equitably and Responding Affirmatively to Questions

Marzano, Barbara B. Gaddy, Maria C. Foseid, Mark P. Questioning Strategies. Questioning, Listening and Responding - C. Roland Christensen Center for Teaching and Learning. It would be hard to name a more valuable pedagogical accomplishment than the mastery of questioning, listening, and response: three teaching skills as linked, though distinct, as the panels of a triptych.

Questioning, Listening and Responding - C. Roland Christensen Center for Teaching and Learning

(C. Roland Christensen, Education for Judgment, 1991) The three essential skills of questioning, listening and responding are the backbone of discussion-based teaching. While each is important in its own right, the skills are intricately interrelated: the potential effect of a good question is only fully realized if accompanied by active listening, which in turn is an essential prerequisite for the appropriate response, whether in the form of an acknowledgment or further questioning. Questioning Experienced case instructors employ different types of questions at various points in the class to shape the arc of the discussion toward student discovery and learning.

Listening. Responding. Education Week. Responding to Students' Comments. In Bertolt Brecht’s play Galileo, the scientist is asking a very young student to explain some complex scientific point.

Responding to Students' Comments

The boy is incorrect and Galileo shouts, “Wrong! Stupid!” Responding to Student Comments and Using Praise Appropriately. Description: Simply informing a student that an answer is correct.

Responding to Student Comments and Using Praise Appropriately

The best response to a correct answer is often a plain, unemotional statement that, yes, that answer is correct. Socrative. Culture of thinking. 5 Powerful Questions Teachers Can Ask Students. My first year teaching a literacy coach came to observe my classroom.

5 Powerful Questions Teachers Can Ask Students

After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Thought Questions - Asking the right questions is the answer. Why Do Teachers Ask the Questions They Ask? Although teacher questioning has received much attention in the past few years, studies on teacher questions in the ESL classroom have so far revolved around the ‘closed’/‘open’ or ‘display’/‘referential’ distinction.

Why Do Teachers Ask the Questions They Ask?

Findings from classroom observations show excessive use of closed questions by teachers in the classroom. The argument that has been more or less accepted is that such questions seek to elicit short, restricted student responses and are therefore purposeless in the classroom setting. This paper attempts to conduct an analytical discussion of the argument. The questions of three non-native ESL teachers during reading comprehension in the upper secondary school in Brunei are analysed using a three-level question construct. Through this three-level question analysis, it is possible to challenge the argument concerning question types and purposes. Do We Really Have High Expectations for All Students? By Barbara Blackburn Do you have high expectations for your students?

Do We Really Have High Expectations for All Students?

I’ve never met a teacher who said, “I have low expectations for my students.” The challenge is that we sometimes have hidden low expectations of certain students. One year, early in my teaching career, several teachers “warned” me about Daniel, a new student in my room. 38 Question Starters based on Bloom’s Taxonomy - Curriculet.

The Question Game: A Playful Way To Teach Critical Thinking. The Question Game by Sophie Wrobel, The Question Game: A Playful Way To Teach Critical Thinking.

The Question Game: A Playful Way To Teach Critical Thinking

Teacher Questions: An Alternative? Kant declared false the commonplace saying “That may be true in theory, but it won’t work in practice.”

Teacher Questions: An Alternative?

He acknowledged that there might be difficulties in application, but he said that if a proposition is true in theory, it must work in practice. What about the proposition “If teachers don’t ask questions, students will ask more and better ones”? Who Wants to Know? Use Student Questions to Drive Learning. Martin Luther King, Jr. considered this to be life's most persistent and urgent question: "What are you doing for others? " As we approach the holiday that honors his legacy, here's another question worth pondering: How many of your students know how to ask persistent and urgent questions of their own? Knowing how to formulate a good question -- and having the courage to ask it -- is a skill with profound social justice implications.

Dan Rothstein and Luz Santana, founders of the Right Question Institute, first became interested in questioning techniques when they were working with parents in a low-income community. Parents told them they didn't participate in their children's education because they didn't know what to ask. 8 ways teachers can talk less and get kids talking more. If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work.

Here are 8 ways teachers can talk less and get students talking more: 1. A space: at the table. Throughout the year, as a class, we will be unpacking a few major skill sets. Understanding how to listen to and participate in a fruitful, engaging and critical discussion is one of those skills. Miss Guinto and I have been working together to create inviting environment in which you feel confident and comfortable to be yourself and share your thoughts, feels and idea. Miss G has done a great job on her blog Meta, but writing up a list of expectations guidelines on how to do this. For the most part, I have used her words below to explain the "Round Table" Expectations*. The majority of our discussions will be conducted this way and it is important that we are all on the same page regarding appropriate behavior at the table.

Slowing Down to Learn: Mindful Pauses That Can Help Student Engagement. The excerpt below is from the book “Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom,” by Patricia A. Jennings. 8 Strategies To Help Students Ask Great Questions. Questioning - Top Ten Strategies. “Learn from yesterday, live for today, hope for tomorrow.