Active Learning in Lecture : Questioning Dr. Mok, Y.F.

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Active Learning in Lecture : Questioning Dr. Mok, Y.F.

Transcript of Active Learning in Lecture : Questioning Dr. Mok, Y.F.

Page 1: Active Learning in Lecture : Questioning Dr. Mok, Y.F.

Active Learning in Lecture : Questioning

Dr. Mok, Y.F.

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Lecture Breakdown

Starting

Recall

Stimulate

Increase participation

Link to content

Teaching

Explaining-teaching

Check for understanding

Higher-order questioning

Wrapping Up

Summarize

Evaluate

Prepare for next lesson

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Starting a Lecture

Simple questions to recall

Opening questions for starting or linking

Stimulate students to pose problems

Clarify problems, decide priority, respond, link

Stimulate

Recall Link to content

Increase participation

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Examples

• After reading Ch.3., what images remain in your mind? What strikes you most? What keeps you unanswered?

• Suppose you found that element A is missing from Ch.3, what would you think the consequences will be? Generate some thinking to see if this lecture will give you some answers.

• I have got several suggestions for the consequences (list out students’ suggestions). I see that most of you have missed the central ideas of the problem that links to the missing of element. I will talk about the central ideas and link these ideas to the missing situations of element A. The most important and the first one is …. (get into lecture)

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Subject Teaching

Use questions to keep a teaching flow of concepts

From factual to evaluative questions

Focus on concepts & complex ideas

Frequent breaks for questions & responses

Check for understanding

Explaining—teaching

Higher-order questioning (Bloom)

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Examples

• How would you define element A? List the properties.

• I have just talked about the consequences of A missing from situation 1. How about comparing it with element A missing from situation 2.

• I have talked about a number of causes & effects regarding A. Which do you think is the most important one?

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Wrapping Up a Lecture

Get students to summarize:for facilitating memory, checking understanding

Feedback from students for teaching reflection

Evaluate / Check learning

Summarize Prepare for next lesson

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Examples

• The existence and absence of element A produce different consequences. Can you summarize all these situations and suggest what you understand from element A?

• What are the main points about the lesson content today. Can you synthesize something about element A and ….

• For Ch.4, you will find other elements that can alleviate the negative consequences of A. When you read, prepare to challenge the assumptions and properties of these other elements.

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Avoid yes-no answers:

Is beauty an indicator of personality?

Why is beauty an indicator of personality?

Examples for Effective Questioning

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Elaborate questions to help thinking:

How is a dualistic person different from a relativistic person?

How is a dualistic person different from a relativistic person?

Are they different from perceiving ideas?How do they approach right and wrong?

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Change broad-based questions to give some focus for discussion:

What about the fall of the Berlin Wall?

How did the reunification of Germany affectEuropean economic conditions?

Davis, 1993

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Questions that require students to demonstrate their understanding:

Do you understand?

What are the considerations to keep in mind when you teach students who are rather

dualistic?

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Does everybody see how I got this answer?

Why did I use concept A and not concept Bto resolve this answer?

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Get students to make use of imagery to approach questions:

What is a tsunami?

What comes to your mind with the word tsunami?What images do you form after reading the

information about tsunami?

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Encourage students to ask questions:

Do you have any questions?

What questions do you have?

Davis, 1993

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Recommendations for Setting Questions

• Direct questions to key concepts & complex ideas. Don’t dwell on trivial points.

• Teach students’ Bloom’s taxonomy so that they know how to respond to your different levels of questions.

• A key question to an objective; a few questions to support the key question.

• Give time for students to formulate answers.