Introduction to teaching 2023: Session 3

Date: 2023-11--29

Introduction to teaching aims  

To prepare tutors for student learning 

Outcomes of session 3  

1. Check-in

2. Apply and create questions that invite curiosity for the right moment.  

2. Understand and apply ideas to help navigate unprofessional behaviour  

3. Evaluate learning encounters.  

4. Know the next step of your journey  

The Overall aim of the faculty development programme 

to create a flourishing, inclusive community of academics and scholars using the best available evidence and technology 

Slides 

Nature of questions 

Questions are not just tools for gathering information but powerful catalysts for learning and transformation. During the workshop, we explored the act of crafting practical questions, recognising that there is no one-size-fits-all approach. Instead, we delved into various perspectives on questioning, ensuring that our questions aligned with their intended purpose.

To capture the essence of the questions, we employed metaphors. We likened them to invitation cards, extending a warm welcome and creating a safe space for exploration. We envisioned them as compasses guiding our path through uncharted territories of knowledge. We compared them to spades, unearthing hidden treasures of understanding and beacons of light illuminating the vast unknown.

At the heart of effective questioning lies authenticity, with the learner's needs at the forefront. Questions that aim to intimidate, belittle, or showcase personal knowledge are counterproductive. Instead, questions should foster curiosity, empower learners to take ownership of their learning journeys and encourage them to think critically and independently.

To challenge assumptions and stimulate deeper thinking, questions that probe underlying beliefs and invite learners to articulate their reasoning prove invaluable. Focus on "how" questions that encourage metacognition, the awareness of one's thinking process.

While we may possess expertise in asking questions, revisiting open and closed questions is always beneficial. Open-ended questions invite elaboration and deeper exploration, encouraging learners to delve into their thoughts and uncover hidden connections. Closed-ended questions, on the other hand, elicit specific information, providing a solid foundation for further inquiry.

In essence, questions are not mere tools for interrogation but catalysts for transformation. They foster bidirectional learning, where learners and tutors engage in a dynamic exchange of knowledge, challenging assumptions, igniting curiosity, and illuminating the hidden gems of understanding. By embracing the power of questions, we embark on a journey of discovery, unlocking the doors to a world of knowledge and personal growth.