Chelsey Smith

FPP Report (Leading an Effective Classroom Discussion)

Professor Tillotson led a discussion in which he practiced what he preached,
meaning that he utilized effective questions in order to stimulate dialogue. He
started his presentation by introducing ways in which education is changing, and
ways in which we as instructors are expected to adapt to it. One of the suggestions
he had is to practice questioning in productive manner, which he outlined clearly.
Firstly, Professor Tillotson presented the extreme emphasis that there is on
students needs and interests in todays classroom. Part of this is guiding students
in active and extended learning experiences and supporting a classroom
community with cooperation, shared responsibility, and respect. One way to do
both of these things is through changing the way we question students. Instead of a
way to target them and more than a simple check for understanding, questions can
unlock the door to a better classroom environment and a more engaging
experience.
He delineated a number of things to consider while creating and practicing
questioning in the classroom: grouping, a process he calls HRASEment, and wait
time. In terms of grouping, he demonstrated think-pair-share, a concept with
which we are all familiar. However, instead of simply expecting students to learn
from what was mentioned around them, he emphasized different answers,
rephrasing and often incorporating humor to ensure the attention and
comprehension of all of his students. This, he explained, was the vital part that
many miss while practicing think-pair-share. His attention to student answers
inspired the attention of the rest of the students towards their peers and
contributed to the classroom climate.

Next, he explained that Its ok to HRASE your students, in which he gave

different uses of questioning. For instance, questions can be used to create a
History, or to give students a context and help them relate information to a prior
lesson or concept. Next, questions can be used to highlight Relationships between
concepts, and allow students to pick up on key patterns and links. In addition, they
can be utilized to Apply these relations to new concepts and Speculate in abstract
ways. Through these areas, questions ensure deep engagement of students, instead
of surface-level repetition. Finally, questions can be used to Evaluate, in which
students demonstrate that they have indeed internalized this information.
Lastly, Professor Tillotson talked about wait time. Instead of the familiar
concept of waiting after a question is phrased for students to answer, he
emphasized the importance of two wait times. With this, he was referring to a
second period, after which a student has already responded, for students to respond
to each other. This last piece also contributes to the classroom environment and
encourages students to value and respect each others responses.
Professor Tillotsons talk was valuable and inspiring. He provoked thought on
a concept on which I never would have thought there was much depth to. I am
excited to use question in a critical way in my classroom and see the result that it
has on my students engagement.