Some instructors design lectures that simply telegraph answers to students. While there are certainly cases where it makes sense to deliver answers this way, a wholesale dependence on this approach will likely mute students’ drive to discover answers for themselves, resulting in a class of students who depend on you rather than on themselves to solve problems. Infusing lectures with questions that spark students toward self-discovery, however, can help to foster more productive, interactive learning spaces. Paola Arlotta uses leading and “prodding” questions to help students uncover connections in the content rather than just stating those connections herself. In this video, she discusses how Socratic-style questioning invites students into a conversation that is more generative and lively than a traditional teacher-centered lecture.
Paola Arlotta, Professor of Stem Cell and Regenerative Biology
Got (New) Brain? The Evolution of Brain Regeneration
Fall 2016, 22 students