Faculty Develop Weekly Tips: Current and Past
Two minute "Faculty Development Tidbits" to enhance your teaching expertise and keep you fresh.
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Faculty Development Tidbit: Good Tips for Presentations
http://www.slideshare.net/Slidegarden/look-both-ways-before-crossing-powerpoint-9632569
http://simplypresentation.wordpress.com/2011/09/18/bad-presentation-bingo/
http://djakes.posterous.com/60749214
http://www.presentationadvisors.com/5-reasons-your-last-presentation-bombed
http://www.slideshare.net/jessedee/you-suck-at-powerpoint
http://www.presentationzen.com/presentationzen/2009/08/10-ways-to-use-images-poorly.html
http://www.edwardtufte.com/tufte/books_pp
http://www.garrreynolds.com/Presentation/index.html
November 02, 2011
Professors teach in a vacuum; we enter the classroom,
deliver our lessons, and leave, and rarely get any feedback on the quality of
our instruction before the end of the semester when formal faculty evaluations
are completed by students. Other than grades on tests and other assessments, we
really don't know for sure if students are learning what we are teaching, and we
often don't have a good handle on whether our instruction is working.
The plus/delta is a brief, half-page form that I hand out at the beginning of
class. It was first developed by Dr. Marj Davis and Dr. Helen Grady at Mercer
University. I ask students during class to think of a "plus" — something they
like about our class, and a "delta" — something they'd like to change. When
class is over, I ask them to leave their completed forms (with no name) by the
door, and I collect them and read the anonymous answers. After being sure to
tell the students to give me substantive feedback, and not to mention that the
room is too cold or that they are hungry after lunch — things I cannot control —
I usually get good, solid comments that I can use to improve my teaching.
I conducted a plus/delta in two of my classes recently, and
learned that my students liked the PowerPoint presentations I was giving, but
felt I wasn't using the textbook enough. I also learned that they wanted more
hands-on assignments so that they could apply what they were learning. This was
immediate, timely feedback that enabled me to redirect my lesson planning to
accommodate their interests.
It's not a perfect solution, of course. Not everything the students write is
valuable. Sometimes they write a plus but leave the delta blank. And sometimes
they comment that everything is fine the way it is. Nevertheless, the plus/delta
is a quick and easy way to receive valuable feedback from students on a regular
basis. It takes very little class time, keeps the responses anonymous, and
points me to small changes I can make to improve the class. This in turn makes
the class experience more valuable for everyone!
source:
Faculty Focus: Susan Codone, PhD associate professor of technical communication
in the School of Engineering at Mercer University. (http://ebm.facultyfocusemail.com/c/tag/hBOsUErB8X3cvB8eJPRAAAdtfBF/doc.html?t_params=EMAIL%3Ddaviss2%2540ohio.edu%26PASSWORD%3DB8X3cvAAAdtfBOsUErrf6cXI8XMIH1&utm_source=cheetah&utm_medium=email&utm_campaign=2011.11.02%20-%20Faculty%20Focus%20Update)
October 31, 2011
Faculty Development Tidbit: Reader's Guide
Planning
BEFORE YOU BEGIN READING
1. What is the title of the
chapter?
2. Name three questions you
would like to have answered from this chapter?
3. What are the subheadings
listed in this chapter?
4. For each subheading listed
in question three, write one statement describing what you think the paragraph
will discuss (based on the subheading).
5. What are the bold face words
in this chapter?
6. Using questions 3 and 4,
briefly put together an outline that effectively displays the organizational
structure of this passage?
7. Skim each of the paragraphs,
noting whether or not the paragraph will discuss what you predicted in question
4.
Reading
READ THE CHAPTER
8. While reading the chapter,
underline any ideas you believe are important.
9. While reading the chapter,
write the following symbols next the sentences as you feel they are necessary.
? = I have a question about
this
A = I agree with this
D = I disagree with this
! = Interesting or important
point
C = Confusing
10. Write down two ideas from
the text that you believe your instructor may put on a test.
11. Using the two ideas from
question 10, write down any information you knew about these items before
reading the passage.
12. Can the information from
the chapter be easily associated with the information you knew about these items
prior to reading the chapter? Yes or No?
13. While you are reading,
write down the number of times you noticed that you experienced a failure in
comprehending the material? What did you do about it?
FINISH READING THE PASSAGE
Evaluate
14. Looking back to question 2,
were the questions you wanted answered by the chapter answered?
15. Give a brief summary of the
chapter you just read.
16. Was summarizing the chapter
difficult? Yes or No? Why?
17. Was your summary accurate?
Look back at the passage to determine your accuracy.
18. On a scale of 1 to 10 (1 =
very inaccurate to 10 = very accurate) how would you rate your summary?
Source:
Tiffany F. Culver, Ph.D. assistant professor of psychology at Sul Ross State
University, Rio Grande College (tculver@sulross.edu).
http://www.facultyfocus.com/wp-content/uploads/images/readers-guide.pdf
September 06, 2011
Faculty Development Tidbit: Talking Drawings
Purpose: To activate and evaluate student knowledge of a topic.
Description: In this activity, students will activate prior knowledge by creating a graphic representation of a topic before the lesson. After engaging in learning about that topic, students will re-evaluate their prior knowledge by drawing a second depiction of their topic. They will then summarize what the different drawing say to them about what they learned.
Procedure:
1. Ask students to close their eyes and think about topic X. Using the Talking Drawings worksheet, have students draw a picture what they saw while they were thinking about topic X.
2. Teach cognitive portion of your lesson.
3. At the end of the lesson, ask students to elaborate upon their initial drawing by creating a new drawing that incorporates what they learned about topic X during the lesson.
4. Have students share their before and after drawings with a partner. Students should discuss the differences between the two depictions of topic X.
5. Finally, have students respond in writing at the bottom of their Talking Drawings worksheet. What do the two drawings tell them about what they learned during the lesson?
Wood, K. (2001). Literacy strategies across the subject areas. Needham
Heights, MA: Allyn & Bacon.
Sample Talking Drawings
NOTE FROM STEVE: Scientist John Medina states in his recent book, “Brain Rules,” that (Rule #10) “Vision trumps all other senses…We are incredible at remembering pictures. Hear a piece of information, and three days later you'll remember 10% of it. Add a picture and you'll remember 65%.” Check your next presentation for appropriate visual representations, label appropriately and remember, a picture is worth a thousand words so this can really help you uncover your material for students! Source: www.brainrules.net.
Find more tips at your OU-HCOM and CORE faculty development web resources pages: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
September 19, 2011
September 26, 2011
August 01, 2011
Faculty Development Tidbit:
Hidden Curriculum
Within every learning encounter, there is an explicit curriculum that students
are marked on and an implicit curriculum that students are never told about
directly, although they may find themselves judged in other ways because of it.
Frequently this hidden curriculum revolves around how the instructor expects
students to behave or think.
Unintentional Role Modeling
Students closely watch us for clues about both our professional and
personal preferences. Sometimes faculty role model behaviors they would never
want students to emulate such as mistreatment of staff, prejudice against or
neglect of certain types of patients, backstabbing of colleagues or disrespect
for certain types of students.
Intentional Role Modelling
It is very important that you think about how you are going to role model
how medical faculties think through problems and behave professionally.
Positive Feedback
If you want students to develop the habits of heart and mind of
physicians, you need to let them know when they are performing well and give
them opportunities to change their behavior or correct mistakes. Listen to a
podcast
about the hidden curriculum.
For further reading:
Rewriting the hidden
curriculum: Keeping empathy alive
Uncovering the Hidden
Medical Curriculum through a Pedagogy of Discomfort
Source:
http://medicaleducation.wetpaint.com/page/Hidden+Curriculum
NOTE FROM STEVE: Making the implicit explicit increases the ability to set
clear expectations and standards. It’s worth some thought.
August 11, 2011
Faculty Development Tidbit:
Instructional Strategy to Engage Learners, “Exit Slips”
Hint: Exit Slips are a great way to assess your own teaching. They will often
indicate whether or not students understood the presented material. When used to
pose a question, they can provide discussion questions for the next day's
lesson.
August 15, 2011
Faculty Development Tidbit:
Instructional Strategy to Engage Learners: “In
The Hot Seat”
|
Purpose:
To motivate student learning
1.
Prior to the beginning of class, the teacher
will prepare questions related to the topic of
study and write them on sticky notes. Four
to five questions are usually enough.
2.
Place the sticky notes underneath student
desks/chairs so that they are hidden from view.
3. At
the start of the class, inform students that
several of them are sitting on "Hot Seats" and
will be asked to answer questions related to the
topic of study for the day.
4.
Have students check their desks/chairs for the
strategically placed sticky notes.
5.
Students who have questions on sticky notes will
then take turns reading the question and
attempting to provide an answer. Due to
the nature of this motivational activity, these
should be questions that students are able to
answer.
Sample Hot Seat Questions:
Internet:
1. What is your favorite
search engine and why?
2. When was the last
time you used the internet to complete a
classroom assignment?
3. If you had to
recommend a website to a friend, which one would
you pick and why?
4. What do you think
would be the impact if the Internet was gone
tomorrow?
5. Do you think that
students should be allowed to use the Internet
unsupervised? Why or why not? |
August 22, 2011
Faculty
Development Tidbit: Three-Step Interview
|
Purpose:
To engage students in conversation for the
purpose of analyzing and synthesizing new
information.
Description:
The Three-Step Interview is a cooperative
structure that helps students personalize their
learning and listen to and appreciate the ideas
and thinking of others. Active listening and
paraphrasing by the interviewer develops
understanding and empathy for the thinking of
the interviewee.
Procedure:
1. Students work in pairs. One is the
interviewer; the other is the interviewee.
The interviewer listens actively to the comments
and thoughts of the interviewee, paraphrasing
key points and significant details.
2. Student pairs reverse roles, repeating the
interview process.
3. Each pair then joins another pair to form
groups of four. Students introduce their pair
partner and share what the partner had to say
about the topic at hand.
1. Present a very challenging filter/sort
combination problem to the students. Allow
them to use the interview to discuss possible
solutions.
2. Present students with an ethical situation
related to privacy and the internet. Allow
students to use the interview as a means of
discussing the different components of the
issues at hand.
3. Provide students a short (four to five words)
list of vocabulary to be reviewed. In the
interview, they are to explain the definitions
and applications of the words. By regrouping
with the other interview pair, appropriate
student use of vocabulary will be reinforced.
Lipton, L., & Wellman, B. (1998). Patterns and
practices in the learning-focused
classroom. Guilford, Vermont: Pathways
Publishing. |
NOTE
FROM STEVE:
Engaging students in conversations to analyze and synthesize is a learning
activity that can be as richer than a lecture. Is there a topic you teach that
might lend itself to this one or more of the three samples? Remember:
Humans’ attention span under normal circumstances is about 10 minutes. This
exercise would be a great way to “pull them back” and help them make sense of
all you are teaching.
Find more tips at
your OU-HCOM and CORE faculty development web resources pages:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy, please send it to me, and I’ll include it
in a future Faculty Development Tidbit. Tidbits courtesy of
your Office of Faculty
Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
July 05, 2011
Faculty
Development Tidbit:
QUICK LIST OF HINTS FOR GOOD
INSTRUCTION
Source:
http://www.au.af.mil/au/awc/awcgate/edref/traingde.htm#S8
NOTE FROM
STEVE:
For your next lecture, try out our “Quick Lesson Planning Template” that
reminds/helps you develop an organized approach that includes an introduction
with an attention, motivation and overview; a body with 2 to 5 points each
including some type of engaging activity and a conclusion with a summary,
remotivation and closure. (http://www.oucom.ohiou.edu/fd/Quick%20lesson%20plan%20counter.htm).
July 11, 2011
- Pause in the lecture after making a major point. Show students a multiple-choice question based on the material you have been talking about.
-
Ask students to vote on the right answer, and then to turn to their neighbors to
persuade them of the answer within the space of two minutes.
When time is up, ask them to vote a second time. Usually far more students
arrive at the correct answer when voting the second time.
-
Stop the lecture and ask students to write for one or two minutes in response
to a particular question. Then ask them to discuss their answers with their
neighbor. The writing will give everyone a chance to think about and articulate
a response, and may enable broader participation.
-
Do a one-minute paper at the end of class.
In this exercise, students write down what they consider (a) the main point of
the class and (b) the main question they still have as they leave. Collect and
read these unsigned papers. You can use some of these questions to begin the
next lecture. This technique encourages students to listen more carefully, to
review their notes, and to think about the lecture before running to their next
class.
Source: Adapted from Ellen Sarkisian's Participatory Lectures, from the
Derek Bok Center for Teaching and Learning, Harvard Univ., 1992.
http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1995/TC_Spring_1995_Students_Thinking.htm
Find
more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
July 18, 2011
Comprehension checks were short unannounced quizzes, given once every week or
two. There were 3-4 questions, usually fill-in-the blanks or multiple choice,
which covered the major points from the previous lecture. I put the questions on
an overhead. After the quiz, students graded their own papers (and signed the
pledge) as we discussed the answers.
The crucial factor that made the comprehension checks a positive experience was
that they could only help, not hurt, students' grades. Since I came up with the
plan after the syllabus was printed, I couldn't factor them in as part of the
course grade. Instead, I announced that I would sum the comprehension check
points at the end of the semester. Those whose comprehension check scores were
in the top half of the class would have their mid-term/final percentage
weighting (normally 60/40) automatically reweighted ten percent in the direction
that benefitted them most (i.e., 70/30 or 50/50).
For the small cost of entering scores into my spreadsheet, the benefits (some unanticipated) were tremendous:
Class attendance was better;
Students were generally better prepared for class;
Students got feedback about what they didn't understand;
Students got practice on concepts covered on exams;
I had records of which students missed some classes;
Students got instant negative feedback when they missed a
previous class;
I got feedback about what I hadn't explained well enough;
Exam scores were higher than in previous semesters.
Course grades were not much different than without the reweighting, mostly
because mid-term and final grades were similar. By the middle of the semester,
students forgot the details of the incentive and remembered only that it was
important to attend class and keep up with the material.
Several students commented positively about the comprehension checks on the
final evaluations; no one complained. The checks were a rare win-win situation.
July 25, 2011
Faculty Development Tidbit: Teaching
Strategies: Lecturing
The 200 students in the room are clattering about greeting the friends they
haven't seen since last semester, trying to find their favorite pens at the
bottoms of backpacks, trying to remember whether they've bought a spiral
notebook for this class or whether to use the one they just used for their last
class, wondering if their significant others really meant what they said last
night.
You are at the front of the room, about to introduce them to the subject that
has held your interest through a decade of graduate school, poverty, travel,
intellectual separation from loved ones. You are, in fact, about to introduce
them to something you've loved, planned for, grappled with, despised, rejected,
and/or re-embraced for years. It is your field, your spouse, your child. They
are still wondering about the location of their favorite pens, the movie they
saw two nights ago.
By all means, organize your lecture carefully. Have the thing make sense. Be
concise. But, perhaps most important, communicate the passion you have. If you
REALLY want to be an inspirational teacher, show your students your passion.
Richard L. Weaver, who has taught at the University of Michigan and Indiana
University, suggests usingthe A.I.D.A. formula for putting passion in your
lectures: Attention, Interest, Desire, Action.
To grasp students' attention:
To maintain students' interest:
To communicate your desire for students to be as committed to their
education as you are:
To inspire students to be as filled with action as you are:
Putting these suggestions into action does not guarantee that students will sit
wide-eyed and breathless on the edges of their chairs, using all their restraint
to raise their hands before asking questions, but it will help communicate your
passion. And if your students understand your passion, they may just become
impassioned themselves--keeping up with the reading, asking relevant and
significant questions, visiting at your office hours to ask how to research a
related issue, and maybe learning how to make the love of learning into the most
helpful life tool they have.
Adapted from "Effective Lecturing Techniques: Alternatives to Classroom Boredom"
by Richard L. Weaver in Teaching College: Collected Readings for the New
Instructor. Ed. by Rose Ann Neff and Maryellen Weimer. Madison, WI: Magna
Publications, 1990.
June 06, 2011
Faculty Development Tidbit: help students to grow: Create a standard and a style from which people can learn3.
Source: From “Good Teaching” by Theodore Sizer, Former Dean, Harvard College of Education (http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/goodteac.htm)
NOTE FROM STEVE: Quickly rank yourself on each “EFFECTIVE” attribute from 1 (low) to 10 (high)…pick your lowest and make a plan to move it one click to the right. Quickly rank yourself on each “INEFFECTIVE” attribute from 1 (never) to 10 (always)…pick your highest and make a plan to move it one click to the right. Let me know if I can help.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
June 13, 2011
Faculty Development Tidbit: help students to grow: Create a standard and a style from which people can learn2.
Source: From “Good Teaching” by Theodore Sizer, Former Dean, Harvard College of
Education (http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/goodteac.htm)
NOTE
FROM STEVE:
Students (or
anyone) don’t care what you know till they know that you care. You show
the degree you care by the ACTIONS you take. Pick one of the above and put
it into ACTION!
June 27, 2011
Faculty
Development Tidbit: help students to
grow:
Create a
standard and a style from which people can learn.
Source: From “Good Teaching” by Theodore Sizer, Former Dean, Harvard College of Education (http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/goodteac.htm)
NOTE FROM
STEVE:
Students (or anyone) don’t care what you know till they know that you care.
You show the degree you care by the ACTIONS you take. Pick one of the
above and put it into ACTION!
May 02, 2011
Faculty Development Tidbit: 6 Ways to Use Class Discussion to Promote Transformation
During a lecture, stop and ask students to pair up for 30
seconds to generate one question based on the notes they're
taking.
Have students do "free writing" for two minutes and then break
into groups where they share what they've written.
Use groups and assign each a different problem, question, or
section of the reading to summarize and report back to the
class.
Increase your wait time when asking questions.
Rephrase and wonder about the questions as if you're trying to
figure out possible solutions like the students are.
Break up cliques by having students count off and then assign them to groups based on their number.
Another
important consideration for encouraging class discussion is how to handle the
students who participate too much and the reflective or introverted students who
are hesitant to add their voice to the conversation. In the case of the
introverts, Torosyan will often send an email to them encouraging them to
participate by reinforcing the value of what they've done in written
assignments. For the overparticipators, besides saying "What are others
thinking?" or "Who we haven't heard from?" Torosyan will ask the class a
question like, "What are you wondering or trying to understand better?" He says
that often stumps the students who are used to performing by talking.
NOTE
from Steve:
Literature indicates average question wait time is around .3 seconds.
Students learn instantly if you answer your own questions and then, they let
you. Also, always, always, always repeat the question – it clarifies and
allows everyone to know what your answering.
Find more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with Steve Davis,
Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
May 09, 2011
Faculty Development Tidbit: Ask students to analyze what makes their classes more or less "motivating."
Sass (1989)
asks his classes to recall two recent class periods, one in which they were
highly motivated and one in which their motivation was low. Each student makes a
list of specific aspects of the two classes that influenced his or her level of
motivation, and students then meet in small groups to reach consensus on
characteristics that contribute to high and low motivation. In over twenty
courses, Sass reports, the same eight characteristics emerge as major
contributors to student motivation:
Instructor's enthusiasm
Relevance of the material
Organization of the course
Appropriate difficulty level of the material
Active involvement of students
Variety
Rapport between teacher and students
Use of appropriate, concrete, and understandable examples
NOTE FROM
STEVE: Self-assess and make a plan to increase in one or more areas Source:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm
Find more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with
Steve Davis, Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
May 16, 2011
Faculty Development Tidbit: Questions Answering Strategies
In approaching
a question, it is useful to figure out what type it is. Is it a question with
one definite answer? Is it a question that calls for a subjective choice? Or
does the question require you to consider competing answers?
1. One System
·
requires
evidence and reasoning within a system →
→a correct answer →
→knowledge
2. No System
·
calls for
stating a subjective preference →
→a subjective opinion →
→cannot be
assessed
3. Multi-System
·
requires
evidence and reasoning within multiple systems →
→better and worse answers →
→judgement
Source:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/3kindsquest.htm
Find more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with
Steve Davis, Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
May 23, 2011
Faculty
Development Tidbit: Effective
vs. Ineffective Teacher
People often remember more about how a subject is taught than the teacher's
knowledge of the subject. Here is a list of qualities of teachers from a 1986
survey of 12,000 adults:
EFFECTIVE
TEACHER
empathetic
cooperative, democratic
kind, considerate
patient
wide interest
sense of humor
interested in students
flexible
knowledge of subject
accepting, supportive
resource of information
INEFFECTIVE
TEACHER
dominates, preaches
"flies off the handle"
never smiles
sarcastic
explanations not clear
partial, has favorites
superior, aloof
overbearing
not friendly
judgmental
Source:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/effectvsineffect.htm
NOTE
FROM STEVE:
Quickly rank yourself on each “EFFECTIVE” attribute from 1 (low) to 10
(high)…pick your lowest and make a plan to move it one click to the right.
Quickly rank yourself on each “INEFFECTIVE” attribute from 1 (never) to 10
(always)…pick your highest and make a plan to move it one click to the right.
Let me know if I can help.
Find
more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with
Steve Davis,
Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
April 11, 2011
Faculty Development Tidbit.
Corresponding with Students via E-mail
Michael T. Eskey, Ph.D., an
associate professor of criminal justice at Park University, offers the following
advice in the website “Faculty Focus”:
“My
advice is simple: At the beginning of the term, set aside a separate thumb drive
for e-mails for a specific course, or create a separate subdirectory on your
hard-drive for that course. When you receive e-mails, save them by last name and
number (Smith – 1; Smith – 2, etc.) When you send e-mails, save them in the same
manner. When you send e-mails to the class, save them by class number, for
example CJ400-1, CJ400-2. When necessary, in responding to students, inform them
that you are “cc: ing” your supervisor (and do so).
Note
from Steve:
Email is just tool…learn to use it wisely.
Find more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits
courtesy of your Office of Faculty Development with
Steve Davis, Ph.D.; Robbin
Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
April 18, 2011
Faculty
Development Tidbit:
What is an interactive lecture?
In an
interactive lecture, the lecture is interspersed with short activities for
individuals, pairs or small groups. The activities help engage students and help
the instructor gauge student understanding.
For example, rather than asking a question and calling on the
first student who raises a hand, ask all students to reflect on the question and
then discuss with a neighbor first. This gives everyone a chance to participate.
Other
strategies for engaging students include concept tests, the “question of the
day,” and in-class small-group activities. Interactive lectures can be used in
classes of any size. Learn more about interactive lecture activities at
http://serc.carleton.edu/sp/library/interactive/index.html.
April 25, 2011
Faculty
Development Tidbit:
Using
Polling and Smartphones to Keep Students Engaged
You want to
make the most of every minute you have with your students, but it’s been proven
that most people can only retain about 20 minutes of content in our short-term
memory before we have to reflect on it in order to move it to our long-term
memory or it will be lost.
Polling
provides an ideal way to both keep a class’ attention and provide a reflective
activity to move information into long-term memory. Plus, it’s remarkably easy.
Free websites allow you to set up polls that students take by submitting their
answers via text message or on the Web. These polls are a wonderful way to
engage students in the material & keep their interest. Best of all, results
appear in real time so students can see changes as they come in.
One good use of polls is to gather information about a subject before it is
covered. This is especially helpful when the subject concerns information that
students might not want to make public with a show of hands. For instance, a
science instructor can ask students to guess the results of an experiment before
it is conducted to generate thought and interest in the outcome. Forcing
students to take a position not only creates reflection, but also commitment to
results. Everyone wants their position affirmed.
Another option
is to ask students for their opinions and use the results as a way of initiating
a discussion on the issue. Or you could ask a factual question that you know
most people will get wrong in order to demonstrate a widespread misconception.
Polls also can be used after content is presented as a means of generating
reflection on the issue. These can be simple factual questions that demonstrate
whether the students understood the material, or higher level questions that
will help them to retain the material.
Using
smartphones to conduct polls
While many
instructors consider smartphones the bane of teaching—causing distraction and
even cheating during a test—polling turns the technology into a teacher’s
advantage by engaging students with the content.
In this
screencast, I demonstrate how easy it is to use polling software.
Watch it here »
Source:
http://www.facultyfocus.com/articles/effective-teaching-strategies/using-polling-and-smartphones-to-keep-students-engaged,
By:
John Orlando, PhD
in
Effective Teaching Strategies
Find
more tips at
your OU-COM & CORE faculty development web resources:
www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm.
If you have a great strategy that seems to always work, please send it
to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits,
courtesy of your Office of Faculty Development with
Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia
Sheehan, Ph.D.
March 01, 2011
Faculty Development Tidbit. Teaching Tip #17 Provide your students with examples of work.
Show your students examples of both good work and poor work, from previous classes.
Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
March 07, 2011
Faculty Development Tidbit. Teaching Tip #20 Listen.
Listen to what students have to say. Tell and show your students you care about what they have to say. Don’t cut them off, belittle their comments, etc. or soon they will learn not to participate, ask questions, etc.
Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php
Note from Steve: Students don’t generally care what you know until they know that you care. Plus, if you don’t fight for feedback it’s very unlikely that you’ll improve/make course corrections/understand what they are experiencing. Provide your students with an avenue for feedback…stop/start/continue, back channel communications (cell, twitter, blog, Bb, Facebook) – Help them, help you!
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
March 15, 2011
Faculty Development Tidbit. INNOVATIVE USE OF AN AUDIENCE RESPONSE SYSTEM IN MEDICAL EDUCATION
Electronic voting is an interesting audience response technology for classroom use. Using on-the-spot voting changes one-way interaction of a standard presentation into a two-way communication process that motivates and involves the audience to active participation and provides the teacher with immediate feedback on the students’ level of understanding or their opinions.
METHODS: Teachers use several applications for using voting in their lectures. Scenarios include basic knowledge tests at the start or end of a lecture to assess the students level of knowledge, screening tests to determine those topics students know less about, panel discussion tools to determine the audience’s opinion and interactive lectures in which students have direct influence on the content to be presented.
RESULTS: Basic tests are generally used to find out the knowledge level of the students. If students perform poor on the test, the teacher can immediately adjust the lecture to fill in the gaps detected. In combination with a post-test, the actual increase of knowledge can be measured. Many teachers also use tests in the middle of their lecture. Using the technique at a moment where concentration may decrease helps students to stay focused and to increase retention time of information.
Screening tests are used to deliver tailor made lectures. First, the teacher
presents a test of about 20 questions. Based on the results, only the top-5
items with the least understanding will be discussed in class. This makes
education more efficient. Addressing audience opinions in a lecture might also
lead to very interesting effects. Because of the anonymity of the system,
students can answer what they really think of have done, even the answer is not
socially desirable.
Finally, the
audience can actively steer the direction of the lecture. Students choose
between two options and the teacher will select the option that gets the
majority of votes. A very special option is a lecture that describes a patient
case. By voting one out of a list of possible clinical actions, the audience
can simulate treating the virtual patient presented and will immediately be
confronted with the implications of the chosen action.
CONCLUSIONS:
Audience Response Systems can be used in many didactic ways to enhance the
quality and efficiency of education.
http://iamse.org/conf/conf14/instructional_methods.pdf
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
March 30, 2011
Faculty Development Tidbit. Orchestrating Classroom Discussions
Effective discussions don't just happen. They must be orchestrated by a sensitized listener who protects the ideas and dignity of students. The following should be useful in your efforts to achieve more worthwhile discussions:
Like so many teaching and learning activities, orchestrating discussions—live or online—is a balancing act between the costs of time and potential learning benefits. To ensure the greatest reward, always plan effectively, with your learning goals foremost in your mind.
Source: http://www.developfaculty.com/tips.html
Note from Steve: I love the “Conductor” analogy. Each instrument, like each student, is uniquely suited to contribute to the overall symphony of learning. With practice, attention and careful guidance, you can direct the group to beautiful learning.
Find more tips at your OU-COM and CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
February 07, 2011
Faculty Development Tidbit: Teaching Tip #: 32 Student Feedback Can Help You Improve Your Teaching: Getting Student Feedback
Here are some questions you might want to ask your students to get a feel for how the class is going. What I usually do is give the students index cards and ask them to label each side… 1 and 2. Then give the students 3-5 minutes to answer the following questions (They do not need to put their names on the cards).
1. What do you think of the class so far?
2. If you were the professor, what would you do differently?
Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php
NOTE FROM STEVE: Students, like all people, care more about what you know when they know you care! Typically, you only get feedback at the end of the block…then it’s too late for the current students. Always, fight for feedback and constantly seek to improve.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
February 14, 2011
Faculty Development Tidbit. Teaching Tip #: 36: Start each class with specific goals and objectives in mind
For each class, plan specific educational goals and objectives that relate to your overall goals and objectives. These should be directly related to what the students will learn in each class; not what you will presenting each class. Develop your goals and objectives around a variety of activities: demonstrations, experiential activities, specific critical thinking skills, writing skills, attitudes and values, etc., or the personal implications found in the course content. -- Eison, J. (1990). Confidence in the classroom: Ten maximums for new teachers. College Teaching. 33(1):21 – 25.
Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php
NOTE FROM STEVE: According to John Medina’s book “Brain Rules” the length of attention span you get before drift is 10 minutes max…unless you do something to draw the attention back – something that requires engagement.
See http://ic.educ.indiana.edu/workshop2003/pdf/active_learning_techniques.pdf
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
February 22, 2011
Faculty Development Tidbit. Teaching
Tip
#16: ENCOURAGE STUDENTS’ USE OF LEARNING STRATEGIES
Encourage students to use specific learning strategies by:
Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php.
Find more tips at your OU-COM & CORE faculty development web resources:www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
January 04, 2011
Faculty Development Tidbit: Teaching Tip #1: BE ORGANIZED
If lecturing, put a short outline on the board or provide handouts of the lecture. Check off topics on the board as you go through the lecture. Students will be reminded throughout the class period of where you have been and where you are going.
Teaching Tip #10 from University of Tennessee Chattanooga Walker Teaching Resource Center (http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php).
NOTE FROM STEVE: In our large lecture hall use the second screen for the outline! For more on the importance of being organized see http://www.oucom.ohiou.edu/fd/Successful%20Tch%20Poster.pdf.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
January 10, 2011
Faculty Development Tidbit: Teaching Tip #7: Sample Quizzes and Tests
Provide students with sample quizzes and tests. Students can then become familiar with your style of asking questions and testing formats.
NOTE FROM STEVE: as a quick lecture activity, and to garner student engagement, ask them to submit a test question on the topic just covered using their computer or mobile devise. These “student generated” test items give you a window into their understanding and can possibly jump start some new test items.
Find more tips at your OU-COM & CORE faculty development Web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
January 18, 2011
Faculty Development Tidbit: Teaching Tip #11: Remember to Review
Begin each class session with a five-minute interactive review of the concepts dealt with in previous classes. Get students involved with the content.
NOTE FROM STEVE: This is a great “attention-getting” step. See how many student neurons you can get to fire regarding your previous topic. They usually know more than (WHO?) might think, but it takes a little time and effort to pull up undergraduate or even previous day’s work. Grease the skids for today’s lesson by asking a few key questions via Turning Point or even Power Point, and let them commit to an answer. Then collaborate and review. You’ll have them right where you need them for the lesson ahead.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
January 24, 2011
Faculty Development Tidbit: Teaching Tip #15: Use small group discussions
Involve students in small group discussions and have them share important points through graphic organizers and concept maps.
NOTE FROM STEVE: Humans tend to remember what they’ve been involved in. A simple “think, pair, share” activity can make the difference between surface learning and deeper remembered learning. See http://www.eazhull.org.uk/nlc/think,_pair,_share.htm for a nice one page explanation and http://www.mind-mapping.co.uk for a nice page on mind mapping.
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
January 25, 2011
Faculty Development Tidbit: Teaching Tip #30: Demonstrate enthusiasm for your discipline; enthusiasm and energy can carry the day.
Are you a teacher that makes things happen, watches what happens or asks, “What happened?” Enthusiasm about the subject matter (or a lack of such) is catching. If you’re not enjoying your time in the classroom, your students won’t either. And, as far as I know, fun is NOT the opposite of hard. So, you can be enthusiastic and have fun, while still challenging the students to think.
NOTE FROM STEVE: Five ways to show enthusiasm; 1) speak in expressive ways, 2) gesture, 3) move around, 4) maintain eye contact with your students at all times, 5) vary your tone, get excited once in a while!
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
December 06, 2010
Faculty Development Tidbit: Stimulate Classroom Discussion
Get those discussions started by beginning class with a discussion of an “issue of the day.” Discussions can last for 10-15 minutes and can revolve around issues of the field or discipline, an issue from current events (as it relates to your course content), or a generic campus issue.
Teaching Tip #41 from University of Tennessee Chattanooga Walker Teaching Resource Center (http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php).
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
December 13, 2010
Faculty Development Tidbit: Admit When You Don’t Know
Be willing to admit you don’t know an answer or tell the students you’ll look something up and get back to them. This can promote ongoing learning. Be sure to remember to get back with them on the answer.
Teaching Tip #10 from University of Tennessee Chattanooga Walker Teaching Resource Center (http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/TeachingTips.php).
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
November 01, 2010
Faculty Development Tidbit: Socratic Questions3
Socrates was one of the greatest educators who taught by asking questions and thus drawing out ('ex duco', meaning to 'lead out', which is the root of 'education') answers from his pupils. This is week two of a “Faculty Development Tidbit” series, that will highlight the types of questions that Socrates asked his pupils, often to their initial annoyance, but more often to their ultimate delight.
The six types of questions include:
1. Conceptual clarification questions;
2. Probing assumptions;
3. Probing rationale, reasons and evidence;
4. Questioning viewpoints and perspectives;
5. Probing implications and consequences;
6. Questions about the question.
The overall purpose is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. This week, we look at type 3:
TYPE 3. Probing rationale, reasons and evidence
When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly understood supports for their arguments.
· Why is that happening?
· How do you know this?
· Show me ... ?
· Can you give me an example of that?
· What do you think causes ... ?
· What is the nature of this?
· Are these reasons good enough?
· Would it stand up in court?
· How might it be refuted?
· How can I be sure of what you are saying?
· Why is ... happening?
· Why? (keep asking it -- you'll never get past a few times)
·What evidence is there to support what you are saying?
· On what authority are you basing your argument?
Print this out and try these at your next teaching or facilitating venue.
source: http://changingminds.org/techniques/questioning/socratic_questions.htm
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development with Steve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
November 08, 2010
Faculty Development Tidbit: Socratic questions4
Socrates was one of the greatest educators who taught by asking questions and thus drawing out (“ex duco,” meaning to “lead out,” which is the root of “education”) answers from his pupils. This is week four of a “Faculty Development Tidbit” series that will highlight the types of questions that Socrates asked his pupils, often to their initial annoyance, but more often to their ultimate delight.
The six types of questions include:
1. Conceptual clarification questions;
2. Probing assumptions;
3. Probing rationale, reasons and evidence;
4. Questioning viewpoints and perspectives;
5. Probing implications and consequences;
6. Questions about the question.
The overall purpose is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.
TYPE 4. Questioning viewpoints and perspectives
Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.
· Another way of looking at this is ... does this seem reasonable?
· What alternative ways of looking at this are there?
· Why it is ... necessary?
· Who benefits from this?
· What is the difference between ... and ...?
· Why is it better than ... ?
· What are the strengths and weaknesses of ...?
· How are ... and ... similar?
· What would ... say about it?
· What if you compared ... and ... ?
· How could you look at this another way?
Source: http://changingminds.org/techniques/questioning/socratic_questions.htm
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development withSteve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
November 15, 2010
Faculty Development Tidbit: Socratic Questions5
Socrates was one of the greatest educators who taught by asking questions and thus drawing out (“ex duco,” meaning to “lead out,” which is the root of “education”) answers from his pupils. This is week five of a “Faculty Development Tidbit” series that will highlight the types of questions that Socrates asked his pupils, often to their initial annoyance, but more often to their ultimate delight.
The six types of questions include:
1. Conceptual clarification questions;
2. Probing assumptions;
3. Probing rationale, reasons and evidence;
4. Questioning viewpoints and perspectives;
5. Probing implications and consequences;
6. Questions about the question.
The overall purpose is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.
TYPE 5. Probe implications and consequences
The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?
·Then what would happen?
· What are the consequences of that assumption?
· How could ... be used to ... ?
· What are the implications of ... ?
· How does ... affect ... ?
· How does ... fit with what we learned before?
· Why is ... important?
· What is the best ... ? Why?
Source: http://changingminds.org/techniques/questioning/socratic_questions.htm
Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm or www.ohiocore.org/cf/index.htm. If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit. Tidbits courtesy of your Office of Faculty Development withSteve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.
November 30, 2010
Faculty Development Tidbit: Socratic Questions6
Socrates was one of the greatest educators who taught by asking questions and, thus, drawing out (“ex duco,” meaning to “lead out,” which is the root of “education”) answers from his pupils. This is week six of a “Faculty Development Tidbit” series that is highlighting the six types of questions that Socrates asked his pupils, often to their initial annoyance, but more often to their ultimate delight.
The six types of questions include:
1. Conceptual clarification questions;
2. Probing assumptions;
3. Probing rationale, reasons and evidence;
4. Questioning viewpoints and perspectives;
5. Probing implications and consequences; and
6. Questions about the question.
The overall purpose is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.
TYPE 6. Questions about the question
You can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc.
· What was the point of asking that question?
· Why do you think I asked this question?
· What does that mean?
Source: http://changingminds.org/techniques/questioning/socratic_questions.htm
Find more tips at your OU-COM & CORE faculty development web resources: