That's a great question, Joe. I too have encountered that situation when
teaching general psych, but also in courses such as adolescent psych and
social psych. I do not think there is a flawless way to deal with your
dilemma, but here are a few suggestions (some of which I have tried, some
of which I have heard others use):
1. Ask students to submit their questions on notecards; set aside a
portion of class to answer questions from the cards, and offer other ways
for students to discuss their questions with you outside of class (e.g.,
via email, by appointment in your offce). Do what you can to encourage
question-asking!
2. Set up a course listserv, so that students can post their questions to
the group and obtain classmates' answers, without taking class time.
3. Offer a semi-regular discussion group--not for credit, but just as a
supplement to class time--for motivated students to meet with you in a
relaxed atmosphere (e.g., at a campus cafeteria) to discuss their
interests. Again, class time would not be devoted to the "extra questions."
4. Answer as many questions as you can in your "active" section, but then
pose those questions yourself in your "less active" sections. If the "less
active" students do indeed answer _your_ questions, then all of your
sections would be exposed to similar material.
5. Referring to my suggestion #1, take students' questions on notecards,
answer as many as you can in class, and use those questions (either
verbatim, or edited for grammar as needed) on your exams. Tell students at
the beginning of the term that you plan to do that, and students _will_
submit their own questions. Students, in that way, create their own study
guide, review sessions, and exam questions.
I'll be interested in hearing others' strategies. Good luck, Joe!
Dr. Barbara Watters
Penn State Erie, The Behrend College
At 02:16 PM 3/2/2001 -0500, Joe Horton wrote:
>Hi: I am really enjoying the discussion of faith and psychology, but
>have not posted regarding it because it could quickly become way
>too time consuming.
>
>So my less contentious question: How would you handle having
>multiple sections of the same class which are very different in
>levels of student participation? I have three sections of general
>psych this semester and they have very different paces. I have one
>class where the students ask lots of questions which is great. But
>what do I do in my classes where the students do not participate
>as much (They answer my questions but to not ask their own.)?
>Do I cover more material in those classes, let them out early, or
>are there good techniques for getting those students to speak more
>in class?
>
>Thanks for the advice,
>Joe
>Joe Horton
>Mount Aloysius College
>7373 Admiral Peary Highway
>Cresson, PA 16630
>814-886-6437
