Professors and Lecturers tend to fall to this same question over and over again, i.e. "Do you have any question?" The response can be typical with no one asking a question or only the same students ask the question. This talk is meant to equip postgraduates when they enter into a teaching career with some pedagogy on active questioning. The seminar will present how one can avoid asking the question "Do you have any question", and present two other classroom pedagogy technique that promotes students interaction in class, namely activating prior knowledge and making use of wait time.

2. A Typical Classroom Scenario

3. A Case on Recursion
def gcd_euclid(r1,r2):
if r2>0:
r=r1%r2
return gcd_euclid(r2,r)
else:
return r1
def gcd_euclid(r1,r2):
while r2 > 0:
r = r1 % r2
r1, r2 = r2, r
return r1

4. A Case on Recursion
def fib(n):
if (n==0):
return 0;
elif (n==1):
return 1;
else:
return fib(n-1)
+ fib(n-2)
def fib(n):
x, y, z = 0, 1, 1
for i in range(n):
x, y, z = y, z, x+y
return x

5. Socratic Questioning
Clarification
Probe
Assumptions
Probe Reasons
and Evidence
Viewpoints and
Perspectives
Probe
Implications and
Consequences
About the
Question

6. Activating Prior Knowledge

7. Wait Time
0Wait 3 to 5 seconds after:
0 Asking questions
0 Reacting to an answer
0 Rowe, M. B., “Wait Time: Slowing Down May be a Way
of Speeding Up!” Journal of Teacher Education, 43,
1986.

8. The Trinity of Teaching
Learning
Objectives
Teaching
Assessment Pedagogy

9. Conclusion

10. What if there is really a
question?
The ONE minute Paper
0 At the end of the class, ask students to write:
0 What is the most important thing you learnt today?
0 What is the muddiest point still remaining?
Chizmar and Ostrosky, “The One Minute Paper: Some Empirical Findings”,
The Journal of Economic Education, 29:1, 3-10, 1998.