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Professors and Lecturers tend to fall to this same question over and over again, i.e. "Do you have any question?" The response can be typical with no one asking a question or only the same students ask the question. This talk is meant to equip postgraduates when they enter into a teaching career with some pedagogy on active questioning. The seminar will present how one can avoid asking the question "Do you have any question", and present two other classroom pedagogy technique that promotes students interaction in class, namely activating prior knowledge and making use of wait time.
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Do you have any question?
How to avoid this question And other classroom pedagogy
A Typical Classroom Scenario
A Case on Recursion
def gcd_euclid(r1,r2): if r2>0: r=r1%r2 return gcd_euclid(r2,r) else: return r1
def gcd_euclid(r1,r2):while r2 > 0:
r = r1 % r2 r1, r2 = r2, r return r1
A Case on Recursion
def fib(n): if (n==0): return 0; elif (n==1): return 1; else: return fib(n-1) + fib(n-2)
def fib(n): x, y, z = 0, 1, 1 for i in range(n): x, y, z = y, z, x+y return x
Socratic Questioning
Clarification Probe Assumptions
Probe Reasons and Evidence
Viewpoints and Perspectives
Probe Implications and
Consequences
About the Question
Activating Prior Knowledge
Wait Time
0Wait 3 to 5 seconds after:0 Asking questions0 Reacting to an answer
0Rowe, M. B., “Wait Time: Slowing Down May be a Way of Speeding Up!” Journal of Teacher Education, 43, 1986.
The Trinity of Teaching
Teaching
Learning Objectives
PedagogyAssessment
Conclusion
What if there is really a question?
The ONE minute Paper0At the end of the class, ask students to write:
0 What is the most important thing you learnt today?0 What is the muddiest point still remaining?
Chizmar and Ostrosky, “The One Minute Paper: Some Empirical Findings”, The Journal of Economic Education, 29:1, 3-10, 1998.
