Lecture And Rhetorical Questions: Questions And Answers

• Lecture/Rhetorical Questioning: Talk in 7 to 10 minute segments, pause, ask pre-planned rhetorical questions; learners record their answers in their notes.

• Surveys with Exemplifier: Pause, ask directly for a show of hands: 'Raise your hand if you agree... disagree... etc.' or 'Raise your hand if you have encountered an example of that.' Ask for a volunteer to speak for the response group whose hands are raised.

• Turn To Your Partner And Pause, ask each to turn to the person next to them and share examples of the point just made or complete a given phrase or sentence.

Halting Time (4): Present complex material or directions and then stop so learners have time to think or carry out directions. Visually check to see whether the class appears

At the end, they spend five minutes recording all they can recall. The next step involves learners in small discussion groups reconstructing the lecture conceptually with supporting data, preparing complete lecture notes, using the instructor to resolve questions that arise.

• Immediate Mastery Quiz: When a regular immediate mastery test is included in the last few minutes of the period, learners retain almost twice as much material, both factual and conceptual.

• Story Telling: Stories, metaphor, and myth catch people deeply within, so no longer are listeners functioning as tape recorders subject to the above information overload limits. What human beings have in common is revealed in myth; stories allow the listener to seek an experience of being alive in them and find clues to answers within themselves. The 10 to 20 minute limit no longer

Thoughtful Questions: effective ways to formulate questions that foster engagement and confidence. What does it mean to think? Some people would like to be able to think better, or, more usually, want other people's thinking to improve. But research shows that everyone is capable of thinking. The problem is to stop teachers from precluding the chance for it to happen. The right kind of questions opens the door to student's participation. The right questions focus the learner's attention upon applying their current understanding to the content or problem. The right questions are discoverable, that is, have follow-up avenues that a teacher can follow to lead a student to find an adequate answer using resources available (Socratic). Each success on one of these problems is a lesson to the learner that he or she knows how to think. (And each failure, a lesson in the opposite.) Note that none of these tutorial questions asks for recall of facts or information (didactic questions).

• Discoverable Tutorial Questions: These eleven question formulations meet the criteria of being both perceptually based and discoverable. The responses to these questions lie shared experience, so all learners, who may not at first answer acceptably, can be led back to available evidence to find adequate