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Learnt to be less instructional

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@Zhen Yi - I thought Group A's question list can be considered a success!  There were some good questions raised.

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@Zhen Yi - I thought Group A's question list can be considered a success!  There were some good questions raised.

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QFT IS A GIID TECHNIQUE FOR FACILITATORS TO TAKE IDEAS FROM. However, the target audience’s age group, maturity level, time constraints will limit the effectiveness n smooth running of the entire process. The facilitator has to take these into consideration when designing the process in class.

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I learnt more about ways to facilitate better discussion about topics and to generate more qualitative feedback on what my students understand about math.
By thinking through the way I ask questions, I can also facilitate better understanding of the taught materials to the students

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Thank you for the great presentation :-)

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Not to interfere/guide too much during the process (as a facilitator).

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Not to interfere/guide too much during the process (as a facilitator).

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Apart from how I can improve the students’ questioning, as a teacher, I realised questions I ask are also v important because it is either easily answerable by stus or makes them not want to answer more

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we should always acknowledge any questions and not judge them 

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we should always acknowledge any questions and not judge them 

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A new way to getting stus to think more broadly, as opposed to the topic at hand or even specific formulas.

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A new way to getting stus to think more broadly, as opposed to the topic at hand or even specific formulas.

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Allow for discussion of multifaceted problems and addresses nuances

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Allow for discussion of multifaceted problems and addresses nuances

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Can create more questions and involve everyone

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Can create more questions and involve everyone

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They allow respondents to express their thoughts in their own words, enabling a wide range of answers

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Develop critical thinking. Invite in-class discussions. Increase stu-teacher engagement

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More in-depth discussion and involves critical thinking.

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More in-depth discussion and involves critical thinking.

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Pique student’s curiosity and allows discussions for greater understanding

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Pique student’s curiosity and allows discussions for greater understanding

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More qualitative answers, can get a better feel of the core feelings of the answerers

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More qualitative answers, can get a better feel of the core feelings of the answerers

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Students can think deeper and ensure better understanding of concept

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Efficient

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Faster, for polling.

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Time saving, easier to get immediate response from students

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Time saving, easier to get immediate response from students

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How can she make the lesson less boring?

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How can she make the lesson less boring?

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Does she know she’s boring?

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Am I giving them too much time to think?

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Am I giving them too much time to think?

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No questions is it they can get full mark?

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Is the lesson useful to them?

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Do they get get it?

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Why they don’t want to engage with me?

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Is this too cheeem for them?

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Am I too lousy?

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Do they know what I am talking about?

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Do they really understand the topic anot?

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Do they really understand the topic anot?

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How can I encourage them to ask questions and feel safe?

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How can I encourage them to ask questions and feel safe?

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Are they listening?

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since they’re not asking, shall i ask them questions?

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since they’re not asking, shall i ask them questions?

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Are they shy?

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Is the environment comfortable for students to ask question?

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Is the environment comfortable for students to ask question?

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Should I play a game to pump things up?

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Did they learn this before n they r bored?

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Did they learn this before n they r bored?

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Is it because the stu experienced trauma in asking questions?

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Is it because the stu experienced trauma in asking questions?

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Is it because they find the subject too hard?

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Is it because they find the subject too hard?

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Why are my friends not asking questions?

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Why are my friends not asking questions?

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Are they drifting off?

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Are they understanding what I said?

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how do we assess student understanding other than by receiving questions from students?

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Is it because the stus dislike the subject?

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Is it because the stus dislike the subject?

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What can I do to promote asking of questions?

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Does student know what are they learning?

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Does student know what are they learning?

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Is it because the stus don't want to be there?

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Is it because the stus don't want to be there?

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what questions would we like students to ask, and why?

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Are the students afraid that their questions are stupid?

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Is the teacher not interesting enough?

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Who are these brazen students? Why are they wasting my time? Can we name and shame them?

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Is the environment comfortable for them to answer?

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Maybe the students are not even listening?

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Are they shy?

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What kind of questions are we supposed to ask?

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What kind of questions are we supposed to ask?

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1. Ask as many questions as you can
2. Do not stop to judge, answer or discuss
3. Write down every question exactly as stated
4. Change any statements into questions