Facilitating Class Discussions Developmental Discussion This is a discussion that develops in certain stages Formulation of the problem Suggesting hypotheses Collecting relevant data Evaluation of the alternative solutions Presentation of a problem that requires the application of principles or findings presented in the assignment or lecture Clarification of the problem so that all students have a common understanding of the problem What is the relevant data? What are the characteristics of an acceptable solution? What are possible solutions Evaluate the solutions against the criteria for a solution. Beginning a Discussion Provide a concrete experience with the presentation of a “demonstration, film, role play, short skit, or a brief reading.” [1] Begin trust in their instructor if the instructor plays the devil’s advocate so many times that the student cannot discern the instructor’s position. If the discussion involves the search for a solution to an issue, the discussion should not lose sight of this goal. Gathering of facts should be an integral methodology to solving the problem. Begin the discussion with a common experience. Following that experience it is easy to ask, “Why did ______?” A second effective technique is beginning a discussion with some form of controversy. The teacher playing the part of a devil’s advocate can be very effective in soliciting a balanced discussion. The advantage of playing a devil’s advocate is that it can inspire students to think actively rather than passively accept the instructor’s perspective. The only caution is that the students may begin to lose trust in their instructor if the instructor plays the devil’s advocate so many times that the student cannot discern the instructor’s position. If the discussion involves the search for a solution to an issue, the discussion should not lose sight of this goal. Gathering of facts should be an integral methodology to solving the problem. Questioning The most common discussion opener is a question, but the instructor must avoid answering the question before students have responded. If they do not respond, ask another leading question and wait until the students formulate their thinking and begin responding. The lowest level of questioning is to seek factual information Discussions are most productive when they promote references to relationships, applications, or analyses. How does the idea that _________ apply to _________? This is a more stimulating question than What is the definition of ______________? Listen and reflect on what the students are saying without lecturing. [2] alternative answer. Perhaps you will be able to help the student discover that they are able to provide a meaningful answer after all. Comparative questions Comparative questions ask for comparisons between one theory or idea and another. Evaluative questions Evaluative questions ask for judgments of points being considered as well as comparisons. Critical questions Critical questions examine the validity of statements, author’s opinions, or other statements made during a discussion of a specific topic. Providing alternative critical questions during an analysis will promote better analytical skills on the part of the students. A common problem is the framing of a question that is too abstract for the class. The question must be relevant to the students’ experiences or assigned readings. If a student answers a question with, “I don’t know”, rather than be discouraged try rephrasing the question, or give an example of a similar problem to allow the student another opportunity to interpret your question. Socratic Method This method can be used as a negative motivation technique if the questions asked the students illicit embarrassing responses. The teacher who uses a Socratic dialogue is attempting “to teach students to reason to general principles from specific cases.” [3] McKeachie cites Allen Collins as the expert on teaching using a Socratic dialogue. Collins cites 23 rules to follow when using this method of asking questions. Ask about known case. Ask for elaborating factors, which point out beginning, intermediate and final reasons for the cause. Ask for prior factors. Etc. See pages 53 and 54 of McKeachie. What can be done about non-participants? Most students are used to being passive recipients of classroom information. Create an expectation of participation right away in each class. Explain why participation is valuable. Assign a portion of the grade to participation. What keeps a student from participating? Boredom Lack of knowledge Passive habits Cultural norms Fear of being embarrassed is the most common reason for non-participation. Students are often reticent to participate until they feel comfortable about the reactions of their peers to their answers. Ask students to write out their responses. Having all students pass in their responses will encourage them to participate because they know that even if they do not speak out in class the teacher will be evaluating their answers to questions raised in class. The shy person will usually respond easily to the questions, “What did you write?” Reward infrequent participants with a smile or reassuring remark. Call students by name during the discussion. Try walking around the room nearer to students whom you ask a question to create the illusion that there are just the two of you in the room. One of the best ways to encourage non-participants is to have them contribute in a problem area where they have special expertise. This approach is a very effective method because fear of being wrong is the largest single deterrent to participation in a discussion. Asking for specific answers is intimidating because the student has to overcome the fear of not giving the specific correct answer. Thus, it is less intimidating to ask questions that may have several correct answers and that do not necessarily have only one right answer. Another effective technique is to give students the questions ahead of time in order to give them the opportunity to prepare their answers outside of class to be shared later. Online instructors have found that E-mail and computer conferencing or messaging can be a stimulant for some students who are reticent to participate in class. Collaborative Groups Small collaborative groups of 4 to 5 students are effective means of encouraging simultaneous discussions among small groups within a class. The use of a graphic organizer facilitates specific outcomes A scribe notes the discussion in a written form A facilitator keeps the group on target A spokesperson shares the main conclusions of the discussion with classmates The Monopolizer of Discussions The teacher is guilty of monopolizing discussions 70 to 80% of the time. One student monopolizing a discussion can be frustrating for the teacher and the other students. When it happens a good question for the class to get things back on track is, “Would the class be more effective if participation were more evenly distributed?” [4] Assign the dominant person an observer role reporting back to the class on their observations at the end of class or beginning of the next class. Talking directly to the student about moderating their responses to allow others to participate should also be considered. What to do when students have not read the assignment? Give the students questions at the end of class to be answered by the next class. Ask students to bring one or more questions on the assignment, which will be due at the beginning of the next class. Create a graphic organizer to be filled out as the students do the reading. (Link to Jim Chesher and Barbara Lindemann graphic organizers in Notetaking lesson-apply section) Include questions that ask for information and other questions that ask for analysis of what they have read. A short quiz at the beginning of the class works well, but should be kept to a minimum as the chief motivator to do readings in preparation for discussion. Two column method In this method the teacher creates two columns on the board to list conflicting issues. This is particularly effective in instances where there is apt to be a strong bias discouraging conflicting points of view. This method is designed to encourage consideration of complications or alternative points of view. It is helpful to identify areas of agreement and disagreement. This allows for the discussion of relative values of one point of view versus another point of view. Discussing different possibilities promotes constructive problem solving. Skills developed during discussions Learning through discussion Development of a willingness to share ideas openly and to listen to other’s ideas. Verbalizing an idea is a positive way to check it against the understanding and opinions of others. Planning is another acquired skill so that there is the right amount of time to effectively discuss a certain concept or issue. A fourth attribute is building positively on other’s ideas. Another attribute is the ability to evaluate the effectiveness of the discussion. A sixth attribute is sensitivity to the feelings of other members of the group Value of Discussions Discussion helps to build a sense of community in the classroom. It gives students experience in confronting each other openly in a positive manner. It promotes evaluation of differing points of view toward the same topic or issue. It encourages assertiveness, respect for the views of others, and humility at the same time. McKeachie feels that building a sense of community through well-organized discussions “may be more important for student learning than covering every chapter in the textbook.” [5] [1] McKeachie, Wilbert J., Teaching Tips, Boston: Houghton-Mifflin Co., p. 48. [2] McKeachie, p. 51 [3] McKeachie, p. 53 [4] McKeachie, p. 57 [5] McKeachie, p. 64. Discover | Read | Explore | Apply | Measure

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