I also ask what arguments they have.
Teaching nudge: At the beginning and end of each lecture I ask students "What questions do you have?" rather than "Do you have any questions?" The former elicits significantly more questions than the latter.
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That sounds like a prompt for great critical thinking. I am using that one. Thanks for sharing.
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I have read about gender differences - ‘comment’ invites more participation from women than ‘question’.
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Thank you for the information. That's a good consideration.
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Also, you should always take a question from a woman firstpic.twitter.com/ch8quAqyqI
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Out of curiosity: Why the question for question at the *beginning*? Is it just to check where the interest is? I can imagine that it's difficult to answer without a lot of context and base knowledge.
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It provides students an opportunity to ask questions about previous lectures, at-home readings, etc. From a process perspective, I want students to feel like they have had ample opportunities to communicate any concerns about the course with me.
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I very often ask: What's the news in our field? They know I'm curious if they've found any difficulty in the matter we are dealing with, had no time to learn at home, seen an interesting movie, presentation, heard a song which might be useful in the class. Inspiration counts
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Gosh that's such a little change but I can intuitively see how that would really make a big difference! Cool nudge! Thanks for sharing
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I hope it works as well for you as it has for me.
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I often ask three questions: "What questions do you have?" (indeed), "What did I not explain well?", "What would you like to know more about?" It's about "fat" questions!
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I quite often ask "Do you want to hear that in other words?" when learners' feedback is not very good.
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One of the best teaching tools I ever learned from Ken Bain, the historian and scholar of teaching and learning, was to start the first class of the semester asking students to name the questions they hoped to answer by the end of the semester, rank them, and discuss why.
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I would then give them a list of Qs I had used before and we would compare to theirs, talk about what thinking levels diff questions reflected. Over the semester- and this is key- i return again and again to the questions, so they see when we are directly addressing their Qs.
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I add their question (in my Intro to International Politics class) into the syllabus do they can see when we’re talking about related material (and I also talk about why some of them won’t be answered until later in their college career) - it gives them a sense of ownership...
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I ask this too but as my checkpoint question. Also, remember that five seconds feels like three minutes when standing in front of a class, and you can wait even longer than that before moving on.
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Yes. Please wait. Often as a student I was still formulating the phrasing of my question when the prof moved on.
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Agree! There is a name for this (from what I was taught): the “pregnant pause” when you wait for students to conceive their questions.
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Thank you for the phrase "teaching nudge".
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Thanks! I wish I could take all of the credit. If you didn't know, it's a play on term "nudge" that was popularized by behavioral economics:https://www.goodreads.com/book/show/3450744-nudge …
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Yes, I recognized it. I think it's less likely to be dismissed as cranky old cootery (as most advice ends up being) or devolve into philosophical debate about How To Teach. A nudge is unassuming. Neat.
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