Introduction to University Teaching

Unit 4: Instructions and Interactions

Learning Objectives

  • Deliver clear, structured instructions using appropriate sequencing and language
  • Design effective concept-checking and instruction-checking questions
  • Apply elicitation techniques to engage learners and build on prior knowledge
  • Balance open and closed questioning strategies including Socratic dialogue
  • Provide effective feedback using praise, correction, and minimalist prompting
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Instructions and Interactions Overview

Effective instruction goes beyond content delivery — it involves crafting clear directions, asking purposeful questions, and providing feedback that guides learning. University students need precise instructions to engage with complex tasks while maintaining opportunities for critical thinking and creative problem-solving.

This unit focuses on the interactive elements of teaching: giving instructions that students can follow, checking understanding through strategic questioning, eliciting prior knowledge, facilitating meaningful discussions, and providing feedback that promotes learning rather than just evaluation.

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4.1 Giving Clear Instructions: Language, Sequencing, ICQs

Instructions should employ concise, unambiguous language and be delivered in structured steps. After explaining a task, use Instruction-Checking Questions (ICQs) to confirm comprehension ("How many examples will you write?"). This practice minimises confusion, allowing learners to proceed confidently and independently.

An effective ICQ targets a specific, verifiable aspect of the task: "How many partners will you work with?" or "What will you hand in at the end?" It avoids vague questions like "Do you understand?" — which students typically answer with "yes" even when confused.

  1. Setup: Group size or initial preparation
  2. Task description: What students will do
  3. Process and timing: How and when to complete it
  4. Expected outcome: What the finished result looks like

Scenario: You have just given instructions for a group presentation. Which ICQ best checks understanding?

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4.2 Concept-Checking Questions (CCQs)

Before practice activities, use CCQs to verify that learners grasp essential concepts. Well-crafted CCQs target meaning rather than form (e.g., "If I say 'the algorithm will run faster', does this mean it has already finished?"). Effective CCQs prevent misconceptions from persisting into practice stages.

Scenario: You are teaching correlation vs. causation. Which CCQ best checks conceptual understanding?

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4.3 Elicitation Techniques

Elicitation draws out existing knowledge rather than transmitting new information directly. Techniques include brainstorming, concept mapping, asking for examples from students' experience, and posing problems before explanations. Elicitation activates prior knowledge, increases engagement, and allows instructors to gauge what students already know before pitching their input.

"Take 2 minutes to jot down everything you know about [topic]." Works well at the start of a unit to activate prior knowledge and surface misconceptions. Pairs well with brief class discussion before the instructor input.

"Draw connections between these key terms on the board." Reveals how students organise knowledge and where links are missing. Useful at mid-unit to check understanding as well as at the start.

"Give me an example of this from your own experience." Requires students to apply understanding to their own context, deepening retention and showing whether they have grasped the concept.

"What would happen if X? What do you think causes Y?" Presents the problem before the explanation, creating cognitive engagement and a reason to listen to the answer.

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4.4 Open and Closed Questioning: Socratic Dialogue

Closed questions test recall ("What is Big-O notation?") while open questions probe understanding ("When would you choose this algorithm over that one, and why?"). Socratic dialogue — a chain of probing questions — guides students to reach conclusions through their own reasoning. Balanced questioning develops both factual knowledge and analytical thinking.

Closed questions have a specific right answer: "What is the time complexity of bubble sort?" Useful for checking factual recall and establishing shared vocabulary before moving to analysis.

Open questions invite extended responses: "What are the trade-offs between these two approaches?" Promote critical thinking, justify reasoning, and reveal depth of understanding.

Socratic dialogue: "Is that always true? What if X changes? Can you give a counter-example?" Each question builds on the student's previous answer, guiding them to a deeper insight without the instructor providing the answer directly.

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4.5 Feedback Language: Praise, Correction, Minimalist Prompting

Effective feedback combines positive reinforcement with focused correction. Begin with specific praise ("Your explanation of recursion was clear"), followed by corrective comments ("Next time, define your terms before giving examples"). Minimalist prompting — such as "What happens if x = 0?" — encourages self-correction and deeper reflection.

Scenario: A student's code works but is inefficient and poorly commented. What is your feedback priority?

Review

Test your understanding of instructional communication.

What makes an Instruction-Checking Question (ICQ) effective?

Correct! An effective ICQ targets a specific, verifiable aspect of the task. 'How many examples will you write?' checks understanding of a concrete detail, unlike the vague 'Do you understand?'
Not quite — review the material and try again. An effective ICQ targets a specific, verifiable aspect of the task. 'How many examples will you write?' checks understanding of a concrete detail, unlike the vague 'Do you understand?'

Concept-Checking Questions (CCQs) should focus on:

Correct! CCQs should probe meaning and conceptual understanding, not just vocabulary definitions or surface features of language.
Not quite — review the material and try again. CCQs should probe meaning and conceptual understanding, not just vocabulary definitions or surface features of language.

The main purpose of elicitation techniques is to:

Correct! Elicitation draws out students' existing knowledge and engages them actively, rather than simply testing memorised facts.
Not quite — review the material and try again. Elicitation draws out students' existing knowledge and engages them actively, rather than simply testing memorised facts.

Socratic questioning is most effective for:

Correct! By guiding students through a chain of questions, Socratic dialogue leads them to insights through their own reasoning rather than passive reception.
Not quite — review the material and try again. By guiding students through a chain of questions, Socratic dialogue leads them to insights through their own reasoning rather than passive reception.

Effective feedback should begin with:

Correct! Specific praise for what was done well builds confidence and goodwill, making the subsequent corrective comments easier to receive and act upon.
Not quite — review the material and try again. Specific praise for what was done well builds confidence and goodwill, making the subsequent corrective comments easier to receive and act upon.

Proceed to Unit 5: Aims, Objectives and Outcomes when ready.

Introduction to University Teaching
Overview 01 Focus on Learners 02 Teachers and Context 03 Classroom Management 04 Instructions and Interactions 05 Aims, Objectives and Outcomes 06 Lesson Planning and Staging Models 07 Materials and Resources 08 Assessments and Assignments 09 Peer Observation 10 Teaching Practice