05-03-2017 04:43 PM - last edited on 06-29-2018 11:14 AM by michael_britt
Even since I stumbled upon this
What would happen if everyone jumped at once?
I've asked myself: How can I come up with class discussion questions as interesting as that? Questions that really get students thinking.
The question about "jumping all at once" really piques the readers' interested. What would happen anyway? You just have to find out. This is a better question than simply asking students, "Well, what did you think about the reading in the text?"
I find it hard to come up with a method of creating questions like these, but here's my thoughts:
Don't ask students whether we can create a birth control method that is delivered through the nose (the answer will be, "Umm...No"). Instead ask, How can we create a birth control method that is delivered through the nose? (phrased this way, students do more thinking).
Where do you see this in your own lives?
Any other suggestions on how to come up with really intriguing questions for the concepts you're teaching in class?
NOTE: oh and by the way, if you want the answer to that "jumping at once" question, the What If website and from one of my favorite YouTube channels, Vsauce (where, apparently over 25 million people are interested in the answer to this question):
05-22-2017 10:16 PM
"What's next?" is one of the most powerful questions I ask my students. As a writing teacher, it works across the board from teaching process to cause/effect to narrative to descriptive writing.
05-23-2017 05:56 AM
I like it - questions that essentially ask, "What comes next?" really gets us wondering doesn't it? It gets you to look up at the ceiling and say "Well....um...I guess X would happen next...and then Y...".
05-22-2017 05:20 PM
I think you actually missed one of the most useful things you do, which is to pay attention to questions and comments in blogs and the like to spur your own creativity. Here, you stumbled on an interesting question (What would happen if everyone jumped at once), and used it to inform not just the content you teach, but how you teach it. In this case, it caused you to consider how to create compelling questions.
As for me, I love writing discussion questions for my online classes in which I ask students to engage with real-life materials. For a grant-writing assignment, I recently asked students to visit a public website that contains real grant applications and then to choose which two out of three they would fund. Students start talking about the pros and cons of the various applications in light of what they've learned, and we're off to the races. In this case, (and in most of my questions), there isn't necessarily a right or wrong answer. Rather, it's all about encouraging students to apply what they've learned about a concept and how they think they would apply it. I also ask students to reply to their classmates suggesting factors they may have missed or other perspectives that they should also consider. This helps to cut down on the "cheerleader" responses and keeps the conversation rich and engaging.
...although I do think you win the prize on this one! (Seriously--I've gotta go check out Feedly now...)
05-22-2017 06:07 PM
I love your grant writing assignment. I've been involved in a few grants and, honestly, they weren't the most exciting experiences. A whole class on grant writing! Well, we did a lot of good with those grants.
I can imagine that writing a stimulating grant proposal title would be a good skill to have. Sounds engaging.
05-23-2017 07:59 AM
05-23-2017 09:09 AM - edited 05-23-2017 09:13 AM
I agree that properly phrasing discussion questions can lead to authentic, rich discussions with online students. When I teach Environmental Biology, I require students to reply to weekly questions like... "Do you have any concerns with the course or assignments?", "What is at least one thing you learned this week related to environmental biology?", and "What is one current event that is occurring this week related to environmental biology?".
However, the questions that spark the most interest and the ones that students comment about when asked, "what was your favorite activity in the environmental biology course?", are the Environmental Dilemmas. Every week, students have an Environmental Dilemma that requires them to decide what they would do when faced with a dilemma related to some aspect of environmental biology. One example, "If you were walking through the woods and came upon a fawn (baby deer), what would you do? I provide students with several options as well as "other". Would you try to pet it, leave it alone, try to feed it, or call the local wildlife office? (Surprisingly, I had a student one semester who thought a fawn was some type of bird. He said he would put it back in the tree. Ha!!! Ha!!!)
The point I'm trying to make is that I agree that with great questions, you and your students can have great online discussions. Science is an AWESOME subject where students can review articles/literature, write about what they have learned, and provide their own supported ideas/opinions.
Please continue sharing how you engage students in online discussions. We do this in the classroom but it is sometimes difficult to spark conversations online.
05-23-2017 06:09 PM
Your post remind me of a card-switching activity I did called, "21." I asked the students to write down on an index card (no names) an ice breaking activity they really enjoyed. After all the students wrote down their response, I had them to switch cards several times until I said stop. When they stopped, they were to pair up with someone and rate the card (total of both cards had to equal 7). So, one card may receive a score of 4 and the other card, a 3. Or, one card could receive a 1 and the other card, a 6. Also, if they ended up with their own card, they had to switch again. After, switching for two more times (7 X 3 = 21), students were to add the numbers on the back of the card in their possession. Once everyone had a total, the student who total was 21 (or 20, or 19, etc.) read their ice breaker. The student who wrote the 2 winning ice breakers would receive a prize. I received several good ideas for ice breakers to add to my toolkit. Much to my surprise, the winning ice breaker was the one I did with baloons.
Even in an online class, you can gather responses. I have it set up where students have to post first before seeing other students' posts.
05-25-2017 04:42 PM - edited 05-25-2017 05:16 PM
Newsela is a REALLY great resouce for research. We have considered including them with our e-Text/pilots at our institution. Perhaps Cengage could develop something similar for us!
05-25-2017 05:18 PM
Yes, that's the one! We have seen lots of demos of it and have liked what we see! Yes, geared more toward high school BUT would be amazing for developmental students and can be customized for higher levels. So many of our community college students are on HS reading levels so I think it would be welcomed.
05-23-2017 11:08 AM
I teach Western Civilization survey (General Education) for 100+ students per section. And, yes, I do incorporate discussion into my classes. I find that the students' responses are more confident and informed if I first direct their attention to a specific portion of the text. MindTap is great for this since they can access it on their mobile app. Then I try to frame a "why" question. We know that the Renaissance emerged first in the Italian city-states in the 14th century. Why? Why that time and that place? This asks them to identify the historical context and to think about how multiple causal factors work together.
And when I can, I ask them to draw parallels with the present. This works very well with topics such as Plato's critique of democracy. I have them read the short section in the text and identify his critique, working in pairs so they can discuss it with a partner. Then I have them give their responses as a class and ask them to evaluate each one. Do you agree with Plato or not? Invariably, they draw connections between Plato's ideas and the current political scene.
05-23-2017 08:56 PM
We use foreshadowing tactics and "write the ending" assignments all the time in ENG. Very powerful, shows students' attention to detail, and critical thinking (i.e. "Why would this happen and in THIS order?", think cause and effect, etc.).
05-23-2017 05:48 PM - last edited on 05-25-2017 01:48 PM by michael_britt1
I enjoyed reading and taking note on the previous comments.
In my Learning Frameworks course, I like to have students respond to videos or articles that I post in the discussion forum (sometimes called the, "water cooler"). I have guidelines for posting beautiful comments and no credit is given for "yes, no, or I agree" only responses.
I may ask some of the questions below?
05-25-2017 01:51 PM
I like your question formats Essie, especially the "Share the video, but not the ending" idea. Also like the idea of showing the first part of a video and then pausing it. I've got to use that approach more often. Usually I just show the whole video. Gotta stop doing that.
05-24-2017 05:10 PM
I completely agree that there is an art and science to phrasing a question effectively in order to solicit the best student feedback and to spur discussion. One thing I would add is that facilitating a good discussion goes beyond asking good questions, but the art of PAUSING. The most thought provoking questions in the world are not worth a dime if we don't know when to pause... and when to move on. Learning how to pause, and give students time to think about a question before asking another question, and learning the art of calling on students without making them feel put on the spot - those are really important. Without them, discussions will die.
05-25-2017 05:04 PM
Agreed @lisa_boragine, pausing is so important. I still don't think I do it for long enough. I remember first learning about wait time back in the 90s and it really rung a bell. I thought, "Yup - I don't do that". Nowadays, if I pause and get nothing and then call on someone and clearly they're not getting it, it's time for "think-write-pair-share".