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redirected question is more difficult to process

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More quiet students may struggle to communicate this way

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If students truly do not know the answer, they could feel discouraged and embarrassed for not knowing the answer that they may think is expected of them to know.

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Redirecting questions allows you to understand how a student is thinking about the problem 

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Redirecting questions allows you to understand how a student is thinking about the problem 

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some students might rely on other people to answer the question or give simple answers that don't require them to think deeply

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Puts individuals on the spot, creating peer pressure

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Fosters interaction between students involving the material

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May make students nervous like they should “know” the answer

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gives students the opportunity to think deeper about the material

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relies on others or individual to move forward

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Helps students and ALA’s find their obstacles

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incorporates more students in process

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help you understand the student's thought process

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Why would that be so?

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What words in the question do you not understand?  What parts confuse you?

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What do we need to know in order to solve the problem?

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How does this idea relate to the last lecture?

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Can you give an example?

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Can you be more specific?

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What do you need to figure out next?

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What do we know about this problem?

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Where could we find that information?

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Based on the idea that we learn better when we have to explain concepts to others.

Goes against our natural tendencies to answer questions directly.

This strategy requires the ALA to repress that natural tendency and redirect questions back to the student(s).

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Goal: to encourage more interaction in the tutoring session.

Helps students become independent learners who can use their resources, identify parts  of problems, and think through problems on their own.