What Kinds of Questions Encourage Student Interaction?
Changing how you use questions requires a few simple tweaks to your approach and not a major overhaul of your teaching methods. Learn the subtle things you can do to make your questions more powerful and your classroom interactions with students more fruitful.
You don’t have to subscribe to the Socratic method to appreciate the value of a question in higher education.
We ask them in assignments. We ask them on exams. We ask them during class.
Everyone does it. Not everyone does it well. At least not all the time.
Yet we also know that when you ask better questions, you get better answers.
And there’s the rub. To ask better questions in the first place, we have to know what kinds of questions to ask and when to ask them.
Once you figure that out, you’ll notice something else that’s pretty fascinating. When you ask better questions of your students, your students will start to ask better questions of you.
Changing how you use questions requires a few simple tweaks to your approach and not a major overhaul of your teaching methods.
You can learn the subtle things you can do to make your questions more powerful and your classroom interactions with students more fruitful in What Kinds of Questions Encourage Student Interaction?, a Magna 20-Minute Mentor with Maryellen Weimer.
Weimer is a seasoned instructor and the editor of The Teaching Professor newsletter and blog.
She has studied the research and tested it with her own students to determine how to ask the kinds of questions that get students talking in ways that advance their learning.
In this 20-minute video, she will share her insights and strategies that you can start using right away.
Product Code: PM14IA
In this quick, hard-hitting video you will learn how to use questions to stimulate intellectual curiosity and promote learning.
You will quickly discern the difference between questions that generate answers and questions that promote discussions, and you’ll start to understand when to use each.
When you’re done, you will be ready to ask questions that challenge assumptions, present new possibilities, and serve as a catalyst for action and change.
What Kinds of Questions Encourage Student Interaction? presents tangible solutions that have worked for other instructors and that can work for you.
When you are finished with this program, you will know:
- How to carefully prepare questions and plan when and how to ask them
- How to use open questions that allow students to connect with the course content in ways that are meaningful to them
- How to ask questions even when you don’t know the answer
- How to employ pauses to generate better answers
- How to time requests for student questions to get more thoughtful queries
Questions are powerful, valuable tools that can take learning to new heights.
When you ask better questions, you get better responses – and better questions – from your students.
That leads to more engaging discussions and higher levels of learning.
What Kinds of Questions Encourage Student Interaction? It’s not a secret. You can find out and start asking them in just 20 minutes.
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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