I don’t know a single teacher who doesn’t try to use questions to encourage student interaction. The problem is that most of us don’t spend a whole of time thinking about the kinds of questions we’re asking students, how or why we’re doing it, and
A lot of good research has been done on participation in college classrooms. Here are some key findings and references that provide excellent background and reasons why working to get more students participating is so important.
Good teaching often relies on productive classroom discussion. However, many of us have experienced dynamics in which our discussions take a perilous turn and a palpable tension settles over the class. The precipitating comment may have offered a provocative perspective on an issue—maybe it rather
It’s another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Two faculty researchers, Finn and Schrodt (2016), frame the problem this way: “The literature
The life of a faculty member is filled with noisy busyness—planning class sessions, grading, meeting with students, advising, committee work, research, scholarship, and publications. We are consumed by the swirl of activities and the need to juggle all these responsibilities without dropping one of the
In his Letters to a Young Poet, Rainer Maria Rilke urged the younger correspondent to learn to love questions, even those that were unanswered. This admonition has stuck with me for several decades, especially in times when I am seeking answers to seemingly tough questions.
Most teachers would answer yes. It’s one of the reasons they want students to participate. Whether they’re paying attention because the teacher may call on them, or whether the questions and answers being exchanged have piqued their interest, participation keeps students engaged.
I once heard class discussions described as “transient instructional events.” They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don’t take notes; and then the discussion ends—it runs
The life of a faculty member is filled with noisy busyness—planning class sessions, grading, meeting with students, advising, committee work, research, scholarship, and publications. We are consumed by the swirl of activities and the need to juggle all these responsibilities without dropping one of the
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