How questions can improve teaching and learning

I’m reading James Lang Low teaching (2016). The first time I read, it seemed very helpful for the design of courses, lesson planning, tasks and more. In this post, I want to share my notes from Lang chapter “Recovery Effect” (Chapter 1).

1. Practice, practice, practice

Here is the basic idea of ​​the recovery effect: it seems to remind you to remember the action of remembering.

It is an obvious involvement that students should remember. The least obvious is what means to classroom. Is it enough to do some questions in a class? Maybe but want to optimize the recovery effect, you would like to continue reading.

2. Questions for each stage of class

Suppose you want a lesson plan of a class. Here are some questions and tasks you want to join. Chronological order are approximately organized: Opening questions to close questions.

2.1 Opening questions

To remind the class. “Before you start, anyone can remind me what we talked about (class / week / etc.)?”

Reminder of issues. “Before submitting a second _______, what has been the first ______ we discussed?”

In particular to remember. “We’ve seen several (claims / views / experiments / etc.) at this semester point. Someone reminds us of one of them.”

Before … Presentations. Each student begins at least one class with a 3-5 minute summary of the previous class (Blazer, 2014).

2.2 Continuous questions

Preliminary discussion writing. Give students to write a response to a question of 5-10 minutes. Then Open the floor for discussion (Lang, 2016). One benefit of this assignment is that all students allow, not only voices, answering (Rogerson, 2003).

Covert Record. Simply look at a map and then it closes one’s eyes to remind his characteristics (without speaking or writing) (PYC et al., 2014). So you can ask people to close your eyes and imagine something to import; This can only remember.

2.3 Closed questions

60 second writing. Students “explained (forced to learn something” forced today ‘in the last minutes of an entry. Chemistry Courses reduced failure, improved notes and teachers learned what students do and did not understand (Rogerson, 2003).

Class tracking. Review a question from the beginning of the class. “At the beginning of class, we asked (P or Q?). We have now discussed (P or Q?) Also take 60 seconds to change your thinking.” (Lang, 2016)

Post-class tracking. Send answers to post-class class questions (LMS, Facebook, Twitter, etc.). That or Start class answers to previous class questions. Why? To ensure students, if necessary answers (Lang, 2016).

3. Other recovery tips

Part. People to practice half of the material if people ask for practicing material, reminiscent (tulving, 1966).

Quizzes Rule. The initial short response test improved better than improving performance, making a multi-choice test or receiving the teacher’s opinion (Butler & Roediger, 2007).

No book or notice. When you ask questions, remember to not look for students in the book or notes. Instead, ask to really remember. It is a memory that needs to be practiced; Not only the ability to do an internet search, to read again, Skim Notes and so on (Lang, 2016).

Riod. It could be a good idea to justify the strategy to remember students, such as directing evidence of recovery effect. This could be purchased in your methods. If nothing else, your methods seem random (Lang, 2016).

Update: Other notes

Some of you mentioned to be interested in the rest of the notes Low teaching. I have created a copy that you can view and download via Google Docs.

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