What are the steps to solve a proportion problem?.Ask students to recall what was covered in the previous class.I will warn them that I may call on people at random (to start with this I typically ask opinion questions rather than looking for answers this eases the pressure on the students), or I will ask them if they understand a particular part that I know gives students trouble (this works better than just asking them if they have questions). In my own classes I set the tone that I like to see hands raised. Call on students how you feel most comfortable. Always encourage students to ask questions as well these can always be used to start dialogue. Use low level questions (DOK 1/2) from the first day of class in order to get students comfortable speaking and answering questions in class. Let’s build the conversation using DOK questions as our basis: Level four is most appropriate for test questions, projects, and other assessments that require time to construct thoughtful answers. Taking a moment to think about the DOK levels and their implications, levels 1-3 are the most appropriate for questioning during lectures. In most instances, requiring students to explain their thinking is a Level 3.”ĭOK 4: “Level 4 (Extended Thinking) requires complex reasoning, planning, developing, and thinking most likely over an extended period of time.” Generally, these levels are:ĭOK 1: “Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.”ĭOK 2: “Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response.”ĭOK 3: “Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. DOK questions refer to the level of thinking a certain question requires to formulate an answer. Was there ever a story or challenging problem that sparked some disagreement between you and your peers? In that back and forth conversation, consider how much you learned about that particular topic! Wouldn’t you want that engagement for your own students? The process of explaining one’s views requires active participation and engagement in the learning process and prompts critical thinking (Chiu and Chi, 2014).īut how do you get students to engage in meaningful conversations around course content? We can start to build the classroom conversation by scaffolding using Webb’s (2002) Depth of Knowledge (DOK) questions. Think back to when you were in graduate school. Valid as these questions are, every instructor should desire to have content oriented dialogue between students and the instructor. Before we get into how academic conversation can be created, you may be asking yourself, “why do I want a conversation in my class?” or, “how can I afford to have a conversation when I have so much content to go through?”. To overcome this difficulty, an instructor can use questioning as a strategy to stimulate a conversation about a topic being covered on any given day. His research interests lie in the Numerical Analysis on Partial Differential Equations, specifically using the Finite Element Method. In addition, Andrew is an Adjunct Professor at Rhode Island College in their Mathematics Department. student in the Department of Mathematics as well as a GCCI student. We may want to engage our students in discussion to facilitate learning, but getting a discourse can be a Andrew Miller is a third year Ph.D. This practice prompts the question: “is this an effective way to teach?”. In subjects like mathematics, an instructor is likely to be found lecturing at the board for the entire class period while students listen and take notes. This is especially true in the sciences where students often have anxiety about the subject, little interest, and the “I just want to pass” mentality. Whether you are a teaching assistant, new faculty member, or tenured faculty, getting students to answer and ask questions is a challenge all instructors face. Classroom discourse can often be difficult to achieve.
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