do you have any question? : how to avoid this question and other classroom pedagogy

Do you have any question?

How to avoid this question And other classroom pedagogy

A Typical Classroom Scenario

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

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

Socratic Questioning

Clarification Probe Assumptions

Probe Reasons and Evidence

Viewpoints and Perspectives

Probe Implications and

Consequences

About the Question

Activating Prior Knowledge

Wait Time

0Wait 3 to 5 seconds after:0 Asking questions0 Reacting to an answer

0Rowe, M. B., “Wait Time: Slowing Down May be a Way of Speeding Up!” Journal of Teacher Education, 43, 1986.

The Trinity of Teaching

Teaching

Learning Objectives

PedagogyAssessment

Conclusion

What if there is really a question?

The ONE minute Paper0At 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.