What Stops Students Answering Asking Questions: Good …
[Pages:2]Higher Education Learning Problems
Two weeks ago, I gave my first year students a test which counted for 10% of their final mark. The results were dismal. It was clear they hadn't understood much from my classes. A colleague suggested that I should try asking questions in class. I would know what they found difficult, and the students would also find out what they didn't know before it was too late. Since then, I have been asking questions but no one answers and students avoid eye contact with me. Should I just give up?
A. Teacher
In this bulletin we:
? Listen to students' explanations about why they don't answer questions.
? Share good question-asking practices.
? Consider what is involved in planning good questions.
? Suggest activities that encourage students to answer questions.
What Stops Students Answering Questions?
Don't let the silence beat you! Teachers who ask good questions, and who have the skills to get students to respond, create better learning opportunities for their students. There are many reasons why students don't answer questions in class. Some reasons lie with the students, and others may lie with you.
Can anyone tell me...?
I think I know the answer but I'll feel stupid if I'm wrong.
I know the answer but I don't want my friends to
think I'm showing off.
The answer is so obvious. Why is he
asking?
If only I had a few minutes to think
about this...
My English is not very good. What if
people don't understand me?
Last time when I gave an answer, the teacher
just said "Wrong!" Everyone laughed and
I felt brainless.
He's so scary!
Someone else will answer. Why should I
bother?
I don't understand the question he's asking.
You can develop your skills so that students will feel comfortable and confident in responding to the questions you put to them.
Asking Questions:
Good Practice
Ask questions on the first day of class. Explain why you are doing so, e.g., "I need to know if I am clear."
Start off with questions that most students will be able to answer and increase the difficulty as the semester progresses.
Ask one question at a time.
Display your questions to help the students focus.
Decide who you will direct the
question to. Questions that
require group answers are less
threatening than those directed
to individuals. As students learn
to trust you, call for individual
responses, or nominate someone to answer.
Ayah! This 10 second waittime seems to
Tell students that
be going on
"I don't know" is an forever.
acceptable (and
sometimes excellent)
answer. From there,
learning can
happen.
Give students time to think.
H.E.L.P.! is produced by the Educational Development Centre (EDC) of The Hong Kong Polytechnic
University. Each bulletin focuses on understanding and addressing a teaching and learning problem that a teacher has brought to EDC and which teachers commonly share.
2008 The Hong Kong Polytechnic University ?
Getting Students' Answers: Practices and Activities
Planning Good Questions
Plan questions before your lesson to interest your students and help them learn. When you plan, it is important to:
Recognise the difference between open and closed questions Open questions demand students to think more and provide an opportunity for productive interaction. Consider the difference between: "Does PolyU view plagiarism as a serious disciplinary offence?" and "Why do you think PolyU views plagiarism as a serious disciplinary offence?"
Think about the purpose of any question you ask Don't fall into the trap of only asking factual questions. Design questions that will help students achieve the intended learning outcomes of any lesson.
For guidance in planning questions, see:
Keep in mind the level of your students Students can be discouraged by questions that are too hard. Questions that are too easy may seem patronising. Recognise diversity amongst your students by varying the level of difficulty of the questions you ask.
Check the wording of your questions Make sure the question is clear. Make sure you are not asking a leading question where the wording indicates the answer you want.
?
Responding to Students' Answers
Don't interrupt. Use gestures to show you are listening.
If the class is large, repeat the students' answer so that everyone can hear. If
necessary, clarify meaning by asking probing questions or paraphrasing the students' answers.
Thank students for their responses whether they are right or wrong.
Be sensitive to incorrect answers. You might prompt the
student to revise or modify, or call for some help from a
classmate. Don't leave the class with misconceptions.
Get students to expand on their answer when you
One approach I'd
think they can, e.g. "That's interesting. What
try is ...
might that mean for..." Expand on their answer
yourself if it is appropriate, e.g., "To follow up on
that..."
Excellent idea! What do you
think the outcome would be?
Praise good and interesting answers.
Contact Us
Educational Development Centre The Hong Kong Polytechnic University, Hung Hom, Kowloon Phone: 2766 6292 Fax: 2334 1569 Email: etdept@inet.polyu.edu.hk
This issue of H.E.L.P.! was written by Adele Graham and Sam Graham.
Read
online at:
Four Activities to Try
Try these different activities:
Consult Your Neighbour ... good for large "lectures"
1. Display your question.
2. Ask students to discuss the question with their neighbours for one minute and agree on an answer.
3. Call for volunteers to present their group's answer.
4. Ask for other insights or opinions.
Posting Answers ... for classes of any size
1. Distribute index cards to each student or group.
2. Ask the students to write their answer to a question you pose and then hand it in.
3. Select a sample of answers and elaborate or clarify as needed.
Pose, Pause, Pounce ... for classes of any size where there is a high degree of trust
1. Pose a question to the class.
2. Pause long enough for the students to think.
3. Pounce by naming a student to answer the question.
Study Questions: Use Online Discussion Groups
1. End your class with some questions rather than a summary (or post quesions for online group discussion and have participation count).
2. Start your next class by returning to these questions. Students will have had a chance to think through their responses before class. The questions and answers will provide a good bridge between classes.
EDC ref 04
2008 The Hong Kong Polytechnic University ?
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