{"id":185,"date":"2023-09-15T13:51:26","date_gmt":"2023-09-15T17:51:26","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/?post_type=chapter&p=185"},"modified":"2023-09-15T13:53:45","modified_gmt":"2023-09-15T17:53:45","slug":"questions","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/chapter\/questions\/","title":{"raw":"Questions","rendered":"Questions"},"content":{"raw":"Plan intentional time for student questions in each class (Davis, 2009).\r\n

Impact:<\/strong> Promotes a student-centred approach to learning and fosters a sense of ownership and empowerment for students in the learning process. Prioritizing time creates a learning environment where students feel comfortable asking questions, seeking clarification, and being heard. This fosters a non-judgmental learning space where students are encouraged and able to actively seek support in their learning during class time.<\/p>\r\nRepeat student questions and comments when posed to the whole class so that everyone can hear what is being asked.\r\n

Impact:<\/strong> Ensures that all students, including those with hearing impairments or those who may have missed the original question, can hear and understand what is being asked. This creates a sense of belonging, where every student feels valued and heard, regardless of their background, language proficiency, or communication preferences. The repetition also validates contributions and encourages active participation, boosting students\u2019 confidence and self-esteem as they feel acknowledged and empowered in the classroom.<\/p>\r\nAllow silence and time when soliciting questions from students, including giving time to process information and formulate questions (Davis, 2009).\r\n

Impact:<\/strong> Gives students with different processing speeds the opportunity to understand the information and formulate thoughtful questions fully. This creates a safe and inclusive environment where students feel comfortable taking their time to process information and ask questions without feeling rushed or pressured. It also encourages critical thinking skills as students can reflect on information and formulate well-thought-out responses and questions.<\/p>\r\n\r\n

\r\n\r\nExample: Allow silence and time when soliciting questions from students, including giving time to process information and formulate questions<\/strong>\r\n\r\nWhen asking students in a course on Linear Algebra if they have any questions about the midterm, an instructor can count in their head to forty or fifty seconds to wait for students to review materials and form their questions.\r\n\r\nExplanation<\/strong>\r\n\r\nGiving time to students to think about and phrase their questions to instructors without pressure gives space for reflection. Providing space for processing emphasizes the role of the instructor as a source of learning support, even during times of assessment, like assignments and examinations. Rushing students or repeatedly asking if they have questions without giving them time to reflect can pressure them and prevent students who need help and guidance from reaching out in the future.\r\n\r\n<\/div>\r\n\r\n
\r\n\r\n

References<\/strong><\/h2>\r\n

Davis, B. G. (2009). Tools for Teaching <\/em>(2nd ed.). John Wiley & Sons.<\/p>","rendered":"

Plan intentional time for student questions in each class (Davis, 2009).<\/p>\n

Impact:<\/strong> Promotes a student-centred approach to learning and fosters a sense of ownership and empowerment for students in the learning process. Prioritizing time creates a learning environment where students feel comfortable asking questions, seeking clarification, and being heard. This fosters a non-judgmental learning space where students are encouraged and able to actively seek support in their learning during class time.<\/p>\n

Repeat student questions and comments when posed to the whole class so that everyone can hear what is being asked.<\/p>\n

Impact:<\/strong> Ensures that all students, including those with hearing impairments or those who may have missed the original question, can hear and understand what is being asked. This creates a sense of belonging, where every student feels valued and heard, regardless of their background, language proficiency, or communication preferences. The repetition also validates contributions and encourages active participation, boosting students\u2019 confidence and self-esteem as they feel acknowledged and empowered in the classroom.<\/p>\n

Allow silence and time when soliciting questions from students, including giving time to process information and formulate questions (Davis, 2009).<\/p>\n

Impact:<\/strong> Gives students with different processing speeds the opportunity to understand the information and formulate thoughtful questions fully. This creates a safe and inclusive environment where students feel comfortable taking their time to process information and ask questions without feeling rushed or pressured. It also encourages critical thinking skills as students can reflect on information and formulate well-thought-out responses and questions.<\/p>\n

\n

Example: Allow silence and time when soliciting questions from students, including giving time to process information and formulate questions<\/strong><\/p>\n

When asking students in a course on Linear Algebra if they have any questions about the midterm, an instructor can count in their head to forty or fifty seconds to wait for students to review materials and form their questions.<\/p>\n

Explanation<\/strong><\/p>\n

Giving time to students to think about and phrase their questions to instructors without pressure gives space for reflection. Providing space for processing emphasizes the role of the instructor as a source of learning support, even during times of assessment, like assignments and examinations. Rushing students or repeatedly asking if they have questions without giving them time to reflect can pressure them and prevent students who need help and guidance from reaching out in the future.<\/p>\n<\/div>\n

\n

References<\/strong><\/h2>\n

Davis, B. G. (2009). Tools for Teaching <\/em>(2nd ed.). John Wiley & Sons.<\/p>\n","protected":false},"author":64,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-185","chapter","type-chapter","status-publish","hentry"],"part":142,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/185","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":1,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/185\/revisions"}],"predecessor-version":[{"id":186,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/185\/revisions\/186"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/parts\/142"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapters\/185\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/wp\/v2\/media?parent=185"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/pressbooks\/v2\/chapter-type?post=185"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/wp\/v2\/contributor?post=185"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/demystifying-inclusive-pedagogy\/wp-json\/wp\/v2\/license?post=185"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}