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Sonny Hudson - Enticing DQ Participation

By Jean Mandernach

Although, all instructors have been exposed to various techniques to facilitate active discussion, I have benchmarked a few to stimulate more rigorous and in-depth discussion on the weekly topics. These of course are a mix-and-match and based on the class dynamics and situation.


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Many times when I post the initial weekly discussion questions, students tend to respond with answers that use the knowledge, comprehension, or application levels of Bloom’s Taxonomy. To encourage students to use the analysis synthesis, and evaluation levels of Bloom’s Taxonomy, I post follow-up questions to the initial student responses, such as asking students to make judgments about current research in education, and its application in the field.


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Actively engaging students in critical thinking is at the heart of the questioning process. To foster this process, I must guide and support the learners' critical thinking. There are two essential types of critical thinking strategies I choose to promote: those that enhance the focusing of ideas and those that extend patterns of thought.


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As a GCU math teacher, where we have embarked on this strange online adventure of never seeing each other face-to-face, I begin each course with sharing a short online video about myself. I want my students to know there is a real person behind the GCU email address, and that I am not someone who understood all the math I encountered the first time around – or sometimes the second.


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The Socratic Method is a process of inductive questioning used to successfully lead a person to knowledge through small steps. The chief benefits of this method are that it excites students' curiosity and arouses their thinking, rather than stifling it. It also makes teaching more interesting, because most of the time, we learn more from the students or by what they make us think of than what we knew going into the class.


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Michelle Worley - Addressing Students' Questions

By Jean Mandernach – 1 Comment

While online students never meet with their instructors face to face, there are still ways for faculty to assist students with their learning while building rapport with their students.


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I encourage my students to use Skype for their CLC assignments. A few students the last two terms have done just that. They loved it so much that they continued using Skye to do their weekly discussion questions. By doing so, they had greater interest and were able to discuss the issues in depth.


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Classroom Spotlight features examples of excellence from GCU classrooms. Please submit your nominations for Classroom Spotlight to [email protected].


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