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A Beginning Question

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Know reasons to use questions in class. Be able to set ... Give an informal quiz. Ask students to write down questions they still have after the discussion ... – PowerPoint PPT presentation

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Title: A Beginning Question


1
A Beginning Question
  • Have you Ever
  • Wanted to get your students to talk in class?
  • Wanted to know what your students think?
  • Wanted to do something other than lecturing?
  • If you answered Yes to any of these
  • questions, click HERE to learn more.

2
An Introduction to LeadingDiscussions Through
Questioning
  • By the end of this module, you will
  • Know reasons to use questions in class
  • Be able to set learning goals
  • Be able to set learning objectives
  • Understand and use Blooms Taxonomy

3
Why Ask Questions in Class?
  • Write down at least 5 goals that you can
  • accomplish by asking questions in class?
  • 1
  • 2
  • 3
  • 4
  • 5
  • Ready to see some goals? Click here ?

4
Goals for Asking Questions in Class
  • Here are some goals for asking questions
  • 1 Promotes active listening
  • and thinking.
  • 2 Helps with better recall of
  • class material.
  • 3 Gets the groups shared
  • perspectives on issues.

5
More Goals for Asking Questions
  • 4 Provides different views
  • of old topics.
  • 5 Aids in problem-solving
  • 6 Gets students involved in their
  • learning process.
  • 7 Gives profs feedback on
  • understanding.

6
Preparation The Key to Effective Questioning
  • Once you have goals for questions, youll
  • want to prepare carefully.
  • Did you know that when leading a
  • discussion, you make content decisions
  • every two minutes?
  • This means that planning is crucial.

7
Plan Your Questioning Strategy
  • Most faculty plan for the content
  • BUT
  • Both content and questioning
  • strategy should be planned.
  • How? Click here.

8
Planning Goals are Key
  • The basis of planning is setting
  • objectives, not just having general
  • goals.
  • Find out more about objectives.

9
Goals and Objectives are Crucial !
  • Most people set general goals
  • Students should know about
  • civil war.
  • What exactly will you teach based
  • on this goal? It is too general.
  • How can you make it more specific?

10
Example of a Specific Objective
  • General Goal
  • Students should know about
  • civil war.
  • Specific Learning Objective
  • Students should explain the
  • reason each cause of the
  • Civil War was important.

11
How Can You Write Specific Learning Objectives?
  • Firstthink about different levels
  • of learning. Objectives can be
  • set at different levels of students
  • thinking.
  • One way to understand these levels
  • is with Blooms Taxonomy.
  • (Note, when you click to the document, be sure to
    close it to come back to this slide.)

12
Teaching with Discussion Focuses on Higher Levels
of Learning
  • Note that the taxonomy is hierarchical.
  • Knowledge is the lowest level of learning
  • evaluation the highest. Unlike the lecture
  • method of teaching, the discussion method
  • focuses on higher levels of learning. It
    provides
  • the students the opportunity to analyze,
  • synthesize, and evaluate ideas and course
  • material.

13
Set Objectives for Class Discussions Based on
Testing
  • It is best to set objectives for each
  • discussion at the appropriate level of
  • Blooms Taxonomy based on how you
  • will test the students.
  • For example, if you want students to be able to
  • derive hypotheses about the Civil War,
  • ask questions in class that are at the
  • synthesis level.

14
Higher Level Objectives Take Time
  • In a typical 50-minute class discussion,
  • there can be 2-3 higher level learning
  • objectives accomplished.
  • Objectives at the higher levels will take
  • longer to reach than those at lower
  • levels. You could accomplish 3 lower-
  • level objectives and only 1 higher-level
  • objective.

15
Discussion Preparation Form
  • One effective way to lead a discussion
  • is to use a form to plan your questions
  • and guide your use of questions during
  • class. The two slides that follow show
  • a form for this kind of planning.

16
Discussion Preparation Form Part 1
  • Here is a sample format for preparing a
    discussion
  • Date
  • Topic
  • Readings
  • Main Goal 1
  • Objective 1A
  • Questions
  • Objective 1B
  • Questions
  • Discussion Preparation Form Continued

17
Discussion Preparation Form Part 2
  • Questions to ask in class (Blooms level)
  • 1)
  • 2)
  • 3)
  • Anticipated student questions
  • Summary statement
  • Assignments/Announcements

18
Characteristics of Effective Questions
  • Strive to make your questions
  • Purposeful
  • Clear
  • Briefavoid two-part questions
  • Naturalin conversational English
  • Thought-provoking
  • Adapted to students competence level

19
Pitfalls in Questioning
  • When asking students questions, avoid
  • Asking yes/no questions
  • Vague Questions
  • Tugging (Come on, you know the answer)
  • Encouraging students to guess
  • LeadingSo, dont you think that

20
Motivating and Engaging Students
  • Your students will be most involved in
    discussions if you
  • Tell them the topic ahead of time
  • Avoid answering your own questions
  • Involve (call on) all students
  • Use the board, overheads, slides

21
Motivating and Engaging Students 2
  • Here are other things you can do to keep your
    students engaged
  • Probe incorrect answers
  • Maintain an open atmosphere
  • Know students names
  • Give positive feedback
  • Summarize main points at the end

22
Meeting Your ObjectivesHow WillYou Know?
  • There are many ways to find out whether students
    have met your learning objectives
  • Give an informal quiz
  • Ask students to write down questions they still
    have after the discussion
  • Look at students notes
  • Ask groups to provide summaries

23
Summary
  • There are many good reasons to use
  • questions in class. If you set both
  • learning goals and learning objectives
  • using Blooms Taxonomy, you will be
  • able to lead effective discussions and
  • test your students learning outcomes.
  • To test yourself, click Here

24
The difference between learning goals and
objectives is that
  • Learning goals are something the students make up
    themselves and objectives are what the teacher
    does.
  • Learning goals are more general learning
    objectives are specific.
  • Learning goals are used on tests.
  • Learning objectives are good for essay exams but
    goals are not.
  • Check your answer.

25
The difference between learning goals and
objectives is that
  • Learning goals are something the students make up
    themselves and objectives are what the teacher
    does.
  • Learning goals are more general learning
    objectives are specific.
  • Learning goals are used on tests.
  • Learning objectives are good for essay exams but
    goals are not.

26
Which of the following is TRUE about Blooms
Taxonomy and questions? (Choose all that apply.)
  • The taxonomy allows you to target your questions
    to match your learning goals/objectives.
  • Discussion is good for students at the knowledge
    level.
  • Discussion allows you to reach students at the
    higher levels of the taxonomy.
  • Using a discussion preparation form is good for
    Blooms lower levels only.
  • Check your answer.

27
Which of the following is TRUE about Blooms
Taxonomy and questions? (Choose all that apply.)
  • The taxonomy allows you to target your questions
    to match your learning goals/objectives.
  • Discussion is good for students at the knowledge
    level.
  • Discussion allows you to reach students at the
    higher levels of the taxonomy.
  • Using a discussion preparation form is good for
    Blooms lower levels only.
  • Now that you have completed this module,
  • please press ltEscgt to exit.
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