C2.2: Difference between revisions
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* When students ask questions, help students arrive at an answer by providing additional guidance, such as asking a question in return, guiding students to the material or having the class work together to arrive at the answer (adapted from the Center for Effective Teaching & Learning at Cal State, Los Angeles). | * When students ask questions, help students arrive at an answer by providing additional guidance, such as asking a question in return, guiding students to the material or having the class work together to arrive at the answer (adapted from the Center for Effective Teaching & Learning at Cal State, Los Angeles). | ||
** ensure students know you are giving them time to come to the answer themselves and not that you do not want to provide the answer. | ** ensure students know you are giving them time to come to the answer themselves and not that you do not want to provide the answer. | ||
*Consider understanding students' schema in order to learn more about their misconceptions and works towards resolving the it. | |||
Latest revision as of 14:43, 11 October 2023
Climate C2.2: Expresses curiosity about student thought process
Practices
- Instead of focusing on the correctness of answers, encourage students to explain their way of thinking during Q/A in class
- Provide space for students to elaborate their ideas
- When students ask questions, help students arrive at an answer by providing additional guidance, such as asking a question in return, guiding students to the material or having the class work together to arrive at the answer (adapted from the Center for Effective Teaching & Learning at Cal State, Los Angeles).
- ensure students know you are giving them time to come to the answer themselves and not that you do not want to provide the answer.
- Consider understanding students' schema in order to learn more about their misconceptions and works towards resolving the it.
