You can also ask students what a teacher did that didn’t help them learn. ![]() However, these questions are intended to give you additional information that will help you maximize instructional efficacy.įor example, consider asking, “What did an instructor do last year that helped you learn?” Be prepared for mentions of instructors who provided exam review questions, three-hour review sessions, and pizza. These kinds of questions might require follow-up, so they are called “if you dare” questions because you need to be prepared for all kinds of answers and the work they might entail. If you have a completely free Saturday afternoon, how would you like to spend it? If I gave you $5,000 to spend on a trip, where would you go? If You DareĪlso consider including “if you dare” questions in the interest inventory. What is your very favorite meal? Which restaurant is your favorite? List one hobby. The fun questions that help us to get acquainted. Name a theorist you have studied and describe why you are influenced by his/her work. For example: In this field, there are many theorists. This includes math problems to solve, or writing a paragraph about the subject matter. In this section, write content specific questions. How many hours do you study outside of class? Where and how do you study? (by yourself, in groups, etc.)īackground in content. How do you learn best? What have teachers and professors done in the past that helped you to learn? Sample questions: How does this class fit into your major? What do you plan to do after graduation? Get student background - name, major, year in school. In creating your student interest inventory, ask questions that will not only help you get to know the student, but that also help you understand each student’s interest and background in the subject. This information will allow instructors to tailor lectures by addressing any general deficiencies or accelerating material if students are adequately prepared. For example, you can have students solve some math problems or write a paragraph about a favorite book. In addition, the interest inventory also needs to include questions that will provide information about students’ skills and preparedness. You don’t want to ask anything very personal or anything embarrassing. Keep in mind that although the interest inventory is private, you still want to use discretion with the questions. When you share information with students, it makes them more comfortable sharing information with you. Another strategy is to answer some of the icebreaker questions yourself. ![]() While the icebreaker questions might seem frivolous, they are helpful in building the classroom community and in establishing a warm, welcoming environment. “What is the best book you’ve ever read?” “What kind of music is playing on your iPod?” ![]() Some fun icebreaker questions are valuable too. These types of questions help you discover what their expectations are. It is helpful to ask students their reasons for taking this course at this point in time, and what they would like to learn or get out of the class. The questions should always include students’ names and majors (or whether or not they have decided on a major). The inventory is simply a list of questions about students’ interests and backgrounds, but you decide which questions appear. When creating your interest inventory, you need to consider what you need to know about your students in order to effectively teach them. The interest inventory, therefore, helps you get to know your students privately and allows you to ask different questions than you would during oral introductions. Unlike the many icebreakers, the interest inventory is a paper-based activity and students do not have to give answers aloud in front of class. The interest inventory is a simple tool to help you acquaint yourself with your students.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |