As a teacher, questions contribute to our perception of understanding and learning. For many practitioners, once a concept has been described or an equation has been explained to students, a question will follow to test, gauge and reinforce the class’s understanding. Yet for many classes the same students will put their hands up, often the highest achievers or more confident public speakers. And once answered, the teacher is no better off. Even random selection can provide little value and insight into the class’s individual level of learning.
In this, the final article of our 3-part series on Kagan structures we delve deeper into the way that Kagan strutures are being applied, how they complement new styles of flipped classroom teaching and consider whether they serve as a replacement or supplement to traditional teaching techniques.
