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.
