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Good questioning can determine how well the student understands what is being taught. It also shows the student that the instructor is paying attention and that the instructor is interested in the student’s response. An instructor should ask focused, open-ended questions and avoid closed-ended questions.
Focused questions allow the instructor to concentrate on desired areas. An instructor may ask for additional details, examples, and impressions from the student. This allows the instructor to ask further questions if necessary. The presentation can then be modified to fit the understanding of the student.
Open-ended questions are designed to encourage full, meaningful answers using the student’s own knowledge and perceptions while closed-ended questions encourage a short or single-word answer. Open-ended questions, which typically begin with words such as “why” and “how” tend to be more objective and less leading than closed-ended questions. Often open-ended questions are not technically questions, but statements that implicitly ask for completion. An instructor’s ability to ask open-ended questions is an important skill to develop.
Listening for main ideas is another listening technique. Primarily a technique for listening to a lecture or formal lesson presentation, it sometimes applies to hands-on situations as well. People who concentrate on remembering or recording facts might very well miss the message because they have not picked up on the big picture. A listener must always ask, what is the purpose of what I am listening to? By doing this, the listener can relate the words to the overall concept.
The instructor must ensure that the student is aware of the danger of daydreaming. Most people can listen much faster than even the fastest talker can speak. This leaves room for the mind to get off onto some other subject. The listener who is aware of this problem can concentrate on repeating,
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Instructional Enhancement
An instructor never stops learning. While professional development is discussed in greater detail in Chapter 8, the more an instructor knows about a subject, the better the instructor is at conveying that information. For example, a maintenance instructor teaching basic electricity might be able to teach at a minimally satisfactory level if the instructor had only the same training level as that being taught. If asked a question that exceeded the instructor’s knowledge, the instructor could research the answer and get back to the student. If would be much better if the instructor, through experience or additional training, was prepared to answer the question initially. Additional knowledge and training would also bolster the instructor’s confidence and give the instructional presentation more depth. It is important for an instructor to tailor whatever information that is being presented with the learning level of the students.
Chapter Summary
An awareness of the basic elements of the communicative process (source, symbols, and receiver) indicates the beginning of the understanding required for the successful communicator. Recognizing the various barriers to communication further enhances the flow of ideas between an instructor and the student. The instructor must develop communications skills in order to convey desired information to the students and must recognize that communication is a two-way process. In the end, the true test of whether successful communication has taken place is to determine if the desired results have been achieved.
In contrast, closed-ended questions tend to evaluate the student’s understanding only at the rote level of learning. Closed-ended questions can be answered by “yes” or “no.” When used in a multiple choice scenario, closed-ended questions have a finite set of answers from which the respondent chooses. One of the choices may be “other.” It is a good idea to allow respondents to write in an optional response if they choose “other” because developing the student response may lead to insights into the learning process.
One benefit of closed-ended questions is that they are relatively easy to standardize and the data gathered easily lend themselves to statistical analysis. The down side to closed-ended questions is that they are more difficult to write than open-ended questions, generally lead the student towards the desired answer, and may under certain circumstances direct the conversation toward the instructor’s own agenda.
To be effective, questions, regardless of the type, must be adapted to the ability, experience, and stage of training of the student. Effective questions and, therefore, effective communications center on only one idea. A single question should be limited to who, what, when, where, why, or how and not a combination of these. Effective questioning must present a challenge to the student. Questions of suitable difficulty serve to stimulate learning.
Two ways of confirming that the student and instructor understand things in the same way are the use of paraphrasing and perception checking. The instructor can use paraphrasing to show what the student’s statement meant to the instructor. In this way, the student can then make any corrections or expansions on the statement in order to clarify. Perception checking gets to the feelings of the student, again by stating what perceptions the instructor has of the student’s behavior that the student can then clarify as necessary.
　
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