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ACTIVE TEACHING SKILLS

ACTIVE TEACHING SKILLS

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ACTIVE TEACHING SKILLS

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  1. ACTIVE TEACHING SKILLS Liliane Asseraf-Pasin

  2. QUIZ #1 HOW MANY « F’s » DO YOU SEE?

  3. Read… At the front of the door steps, was a basket of flowers filled to the top with a frilled pink ribbon for the family.

  4. You are driving a bus from New York to Montreal with 56 people on board. 16 people got off at White Plains and 1 got on the bus 4 people got off at Saratoga, and 11 people got on the bus 3 people got off at Dorval station and 7 got on the bus… QUIZ #2

  5. Keeps awake Makes info meaningful & relevant Assess where people are @ Builds confidence Facilitate involvement (buy-in process) Promote independent thinking How to express verbally Model how to problem solve Stimulates creative thinking Feedback for instructor Transfer learning to other situations Right Q-moves to higher level thinking (apply & problem-solve) Purpose & Benefits of Oral Questioning

  6. Purpose & Benefits of Oral Questioning WHY DON’T WE USE IT MORE OFTEN? TIME !!

  7. Types of Questions • ? ELICITING Questions: • Convergent Questions • Divergent Questions

  8. Types of Questions • OPEN-ENDED Questions: • What do you think are the reasons for that?

  9. Types of Questions • EXPLANATORY Questions: • What do you mean? • How would that help? • How would you go about it?

  10. Types of Questions • JUSTIFYING Questions: • How do you know? • What makes you say that? • Justify your idea?

  11. Types of Questions • REFLECTIVE Questions: • You say that this technique would not apply? • You feel that this isn’t necessary?

  12. Types of Questions • PROBING Questions: • Is there anything else that may affect the situation? • Could you describe that in more detail?

  13. Types of Questions • YES - NO Questions: • Did you participate in any activities in school? (Rather than: what activities did you participate in while at school?)

  14. Level of Questions • KNOWLEDGE • COMPREHENSION • APPLICATION

  15. Level of Questions • KNOWLEDGE • “What is” type of question

  16. Level of Questions • COMPREHENSION • “Why” type of question

  17. Level of Questions • APPLICATION • “Key operation words”

  18. Summary • KNOWLEDGE • Tests Retention • COMPREHENSION • Tests Understanding • APPLICATION • Tests Performance

  19. Level of Questions • PROBLEM SOLVING • Analysis • Synthesis • Evaluation

  20. Level of Questions • PROBLEM SOLVING • Analysis • Must take things apart • Ask how do they differ? • What can we do for this pt?

  21. Level of Questions • PROBLEM SOLVING • Synthesis • Start putting things back together • Take into account summary of information

  22. Level of Questions • PROBLEM SOLVING • Evaluation • Assess - what do we consider the best treatment? • Make a judgment

  23. Worksheet- Cognitive domain?? • Knowledge? • Comprehension? • Application? or • Problem solving level? • Identify the cognitive level of each of the questions presented in your worksheet.

  24. Worksheet- Affective domain?? • Write two affective questions that you might ask students following these situations • (see worksheet)

  25. TECHNIQUES IN QUESTIONING • PROMPTING • Drawing out the information • JUSTIFICATION • Give reasons to his/her response • Explain your answer, ask Why or How • Ask to site a source…Study/Literature says

  26. TECHNIQUES IN QUESTIONING • CLARIFICATION • Needed when information is incomplete or poorly organized • Try to understand, but without prompting • Same as saying “What did you say?” • REDIRECTION • Ask Laurie a question… Then say “what do you think Sophie?

  27. TECHNIQUES IN QUESTIONING • EXTENTION • Ask “Would you give me some examples?” • Good for more advance learners • You are doing fine, now how would you move on? • PAUSING (Waiting time) • Wait 3 to 5 seconds after your question

  28. TECHNIQUES IN QUESTIONING • PHRASING • “You walk to school or carry your lunch?” • Make it clear & concise, with less data • Ask only one question at a time • Ex: Tell me everything you know about… • REINFORCEMENT • Provide feedback • Opportunity for reward

  29. TAKE HOME MESSAGES • Do not ask more than one question at a time. • It’s better to elicit information from student rather than give a leading clue. • Better to focus your question. • Involve the student in the discussion. • Minimize recall questions (Low level).

  30. TAKE HOME MESSAGES • Strive for open-ended and thoughtful questions, rather than elicit one-word or yes-no answers. • Identify correct answers and help student work through the thought process to correct inaccurate responses. • Give feedback right away. • Make attendance part of the grade.