During lectures, ask questions early on to stimulate interest and gauge students’ level of knowledge in the middle, to break the pace of the lecture and/or at the end, to review main ideas and gather ideas for future classes. They can also be the organizing principle behind a tutorial or lecture. When responding to a student question or comment, split your attention so that you are focused on the class in general 75% of the time and the student commenter 25% of the time.įunction in the class: Questions are integral to the success of discussion groups. Move around the room when trying to elicit participation. Keep the whole class involved in the question and answer exchange.Acknowledge all answers – thank students for participating, repeat their comments so the class can hear and/or write them on the board.Pause between asking and accepting replies (pausing gives students a chance to think of an answer, and by not asking the first person who raises his/her hand, you encourage quieter students to participate).Ask only one question at a time or you will confuse the students.More complex questions can be used to gauge student knowledge. Questions that have multiple correct answer or that rely only on general knowledge are good for encouraging participation. Vary the form and level of the questions.Ask questions that can be answered, but favour open-ended questions over yes/no questions.Thinking ahead also allows you to plan your time. They can help make students active learners and gauge their level of interest and comprehension. Special features: Questions are the simplest form of interactive teaching tool. This tip sheet provides more detailed descriptions of nine activities, including a number of relatively structured activities, along with their time requirements, special features, implementation procedures, and function in the course. However, there are many different activities that can be integrated into a lecture-based course to encourage the students to engage with the subject material, to facilitate interaction among the students and between the students and the professor, and to revitalize the course by providing a change of pace.įor brief descriptions of a number of easy-to-implement ideas beyond those described on this sheet, see the Centre for Teaching Excellence (CTE) teaching tip sheets on “ Active Learning Activities” and “ Activities for Large Classes.” As long as class sizes continue to increase, it is likely that lecturing will be a dominant teaching method in university class rooms.
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