The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Blooms Taxonomy. This technique can minimize student anxiety, as well as produce higher quality responses. Additionally, having students rotate roles and responsibilities can keep them focused and engaged. Ask students to share their thoughts about a big question that the course addresses or ask students what comes to mind when they think of an important course concept. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities. Thinking time will allow students to prepare more meaningful contributions to the discussion and creates opportunities for more students, not just the ones that are the quickest to respond, to contribute to the conversation. Tweet us at @GradeHuband share how you facilitate discussions in class! For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. It is also an opportunity for you to gauge how the discussion went and consider what you might need to clarify or shift for future discussions. 1. 
For support on getting started with Ed Discussion, see their, . https://www.chronicle.com/interactives/20190523-ClassDiscussion, The K. Patricia Cross Academy. This method builds awareness of sharing
easily visible and portable. Collaborative Learning Techniques: A Handbook for College Faculty. How will you determine the effectiveness of class discussion? Buzz Groups: Participants discuss in
and the sensitivity or complexity of the subject. Retrieved from www.ideaedu.org, Center for Research on Teaching and Learning. When any discussion concludes, summarize the main
anyone who doesn't wish to speak may pass. "Wishing-well," "Protecting Children," "Child
some participants will dominate and others remain silent.
10 Benefits of Getting Students to Participate in Classroom Discussions.. : Give students time to think before participating. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines. Its important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTLs resource on. Some instructors have found classroom discussion benefit them and their students. Incorporating discourse during lectures are not only helpful for students, but it can also keep class times more interesting for instructors. Each paper is then passed to the person on the
want to say something; Don't interrupt when someone is speaking; When you disagree with someone, make sure
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The following sections offer a framework and strategies for learning through discussion. : Give students time to think and reflect on the discussion so far. Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. Classroom discussion is a practice in which the instructor and students share views on a specific topic previously lectured. 6. designated object, which could literally be a stick or anything else
create an environment of trust and mutual respect is to have participants
Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement.
Ask students to reflect on and process their learning by identifying key takeaways. This includes being present, modeling contributions, asking questions, using students names, giving timely feedback, affirming student contributions, and making inclusive moves such as including as many voices and perspectives and addressing issues that may arise during a conversation. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Invite students to post questions to a. before class, or share their questions during the discussion. Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions. into smaller units. erc.hrea.org/Library/Bells_of_Freedom/index.html, erc.hrea.org/Library/First_Steps/index.html. Reflect: Before you engage with your students feedback, its important to take time and reflect for yourself: How do you think the discussion went? Lea Ibalio is a senior majoring in business at the University of California, Irvine and this years marketing intern at GradeHub. the "air time. Jossey-Bass. You can then couple your own reflection with your students feedback to determine what is working well, as well as what might need to change for discussions to be more effective.
What will your presence be in asynchronous discussion spaces? participants can refer, add, or make changes to it as necessary. Consider leveraging your asynchronous course spaces (e.g., CourseWorks), which can help students both prepare for an in-class discussion, as well expand upon and continue in-class discussions. You might consider collecting written reflections from students at the end of class, or after class through a Google Form or CourseWorks post. 173 0 obj
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Questions that ask students to make judgements and assessments. These inclusive moves allow students to contribute to discussions in multiple ways. Tools for Teaching, 2nd Edition. that everyone has the opportunity to speak, you may want to divide participants
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There are a number of Columbia tools that can support asynchronous discussion spaces. Marriages."[erc.hrea.org/Library/Bells_of_Freedom/index.html].
Making Good Use of Online Discussion Boards. pairs for a limited period. and of asking questions that encourage participation and analysis. The larger the group, the more likely that
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To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. Some ideas for icebreaker activities related to discussion include: , students introduce themselves to each other, and share their thoughts on what are the qualities of good and bad discussions. sets a topic or asks a question and everyone takes turns responding,
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<. Ask students to explain or provide evidence to support their contributions, connect their contributions to specific course concepts and readings, redirect or keep the conversation on track, and revisit discussion guidelines as needed. This section identifies a few of these contexts, and reviews how these contexts might shape instructors engagement with both this resource and class discussion more broadly. Manage the discussion and intervene when necessary: Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. %%EOF
"[erc.hrea.org/Library/Bells_of_Freedom/index.html], 7. Encourage students to write down new insights, unanswered questions, etc. mentioned, you might want to suggest some of the following principles: Raise your hand to be recognized if you
You might consider leveraging the time before and after class or office hours to have informal conversations and build rapport with students. that you make a difference between criticizing someone's idea and criticizing
she or he makes a joke! Make clear that
Additional roles might include: timekeeper, notetaker, discussion starter, wrapper, and student monitor: Student-generated questions: Prepare students for discussion and involve them in asking and answering peer questions about the topic. Cashin, W.E. You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey.
How can you get students talking to each other? In large-enrollment courses, these roles can be assigned in small group or pair discussions. 3. To grade assessments, including bubble sheets, try Gradescope by Turnitin. This might be groups sharing out their discussion take-aways, designated students summarizing the key points made and questions raised, or asking students to reflect and share what they learned. Howard, J.R. (2015). What are your expectations of student participation and contributions to the discussion? This method is especially effective for
With COVID-19, students have missed the engagement and connections from discussions in the classroom. 
The advantages include: Its difficult to have a collaborative exchange with 200+ students over Zoom. Pose a key question and ask everyone to write a response
Jossey-Bass. The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. in written form. Rather than letting norms of passivity establish over the first couple of weeks, you can use the first class meeting to signal to students they will be expected to participate or interact with their peers regularly. "Arranged
If theres one right answer, ask students about their process to get to the right answer. Regardless of your course context, there are some general considerations for planning a class discussion; these considerations include: the goals and expectations, the modality of discussion, and the questions you might use to prompt discussion. the facilitator does not see what participants write, this method can
For further support with your CourseWorks discussion board, see the CTLs, (via CourseWorks): Starting in Fall 2021, instructors will have access to Ed Discussion within their CourseWorks site. Its important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTLs resource on Early and Mid-Semester Student Feedback. Be sure to include desired behaviours/etiquette and how technologies and tools for discussion will be used. Articulate the goals of discussion: Consider both the content you want your students to learn and the skills you want them to apply and develop. the other facing inward so that each person faces someone else. These goals will inform the learner-centered strategies and digital tools you use during discussion. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. ); c) Copy the list of rules neatly and hang it where
Icebreakers: Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. 
The following section offers some questions for reflection, alongside ideas and strategies to address these considerations. Highlight and use insightful student questions to prime or further the discussion. The modality of your class discussion may determine the tools and technologies that you ask students to engage with.
When entirely online, a sense of community is lost. Pose a poll closed-ended question and give students time to think and respond individually. Questions that ask students to draw connections. Specify what you expect of student contributions to the discussion and how they will be assessed: Be explicit about what students should include in their contributions to make them substantive, and model possible ways of responding. To Spark Discussion in a Zoom Class, Try a Silent Meeting. The Chronicle of Higher Education. 5.
Rather than letting norms of passivity establish over the first couple of weeks, you can use the first class meeting to signal to students they will be expected to participate or interact with their peers regularly. No matter the activity, establishing a norm around discussion and participation at the outset will help warm students up to participating and contributing to later discussions; these norms can also be further supported by your discussion guidelines. Involving your students in class discussion will allow for more student voices and perspectives to be contributed to the conversation. Ask students to explain or provide evidence to support their contributions, connect their contributions to specific course concepts and readings, redirect or keep the conversation on track, and revisit discussion guidelines as needed. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/. Questions that ask students to use their knowledge/skills in new ways. ), The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback. "[www.unhchr.ch/html/menu6/2/abc.htm], Bells of Freedom: "Making
Bells of Freedom: "What is Human?" Collaborative Learning Techniques: A Handbook for College Faculty. This will encourage their ownership of the guidelines. (2017). Help students grasp take-aways. Classes of all sizes and modalities can benefit from collecting this type of feedback from students. Consider asking students to not only reflect on what they learned from the discussion, but to also summarize key ideas or insights and/or pose new questions. ABC: "A Circle for Talking,"
8. Write Around: This method is a discussion
For assistance with the instructional technologies mentioned (CourseWorks, Poll Everywhere, Zoom), please contact the CTL Learning Designer assigned to your school or department, or email the CTL at ColumbiaCTL@columbia.edu. Talking Circle / Word Wheels: Participants
What is the goal of the discussion? In smaller seminar-style classes or labs, invite students to give informal presentations. Barkley, E.F. (2010). Vary question complexity over the course of a discussion. Review ones own writing for clarity before posting, being mindful of how it may be interpreted by others. In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. How will you facilitate discussion? Faculty can also encourage online chat and forums after class to promote collaboration. Did your students achieve the learning goals that you had hoped? Read more about Columbia undergraduate students experiences with discussion, Designed by Elegant Themes | Powered by WordPress. and Responsibilities" illustrates work in pairs.[erc.hrea.org/Library/First_Steps/index.html]. How can you invite students into creating the learning space? ABC: "Me and My Senses,"
Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. . Repeat the process until three or four people have had a chance
"$/$XX u n+Db e No matter the activity, establishing a norm around discussion and participation at the outset will help warm students up to participating and contributing to later discussions; these norms can also be further supported by your.
For support with setting up asynchronous discussions, see the Leveraging Asynchronous Discussion Spaces section below. For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies. Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. Usually, during classroom discussions, the instructor will first lecture for a certain amount of time. how that idea would work? Endings. Limit the time consistently. GradeHub is now a part of the Turnitin family. Guide students in how they can contribute substantively to their peers live responses or online posts. Designate 23 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content. on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc. Set aside time to debrief the discussion. Wiley. How can you communicate class norms around discussion and participation on day one? For assistance with discussion pedagogy, please request a Columbia Center for Teaching and Learning (CTL) consultation by emailing CTLFaculty@columbia.edu. In what modality/modalities will the discussion take place (in-person/live, asynchronous, or a blend of both)? Comfort with silence is important following a posed question.
You might consider asking students to use the 3CQ model: Establish discussion guidelines: Communicate expectations for class discussion. How will you make discussion and your expectations about student participation explicit and integral to the class? Consider leveraging your asynchronous course spaces (e.g., CourseWorks), which can help students both prepare for an in-class discussion, as well expand upon and continue in-class discussions. : CourseWorks discussion boards offer instructors a number of customizable options including: , and more. Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). This section offers some strategies for engaging in classroom discussion. articulating ideas in preparation for a general discussion or to give
to develop the skills of keeping the goal of discussion clearly in mind
You could even ask students to scan the syllabus and share about a particular topic or reading they are most excited about. Hancock, C., & Rowland, B. : Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. This can be a great warm up activity for a pair, small group, or whole class discussion, especially in large classes in which it may be more challenging to engage all students. Invite students to post questions to a CourseWorks Discussion before class, or share their questions during the discussion. Questions that assess basic knowledge or recollection of subject matter. Student-led presentations: In smaller seminar-style classes or labs, invite students to give informal presentations. Furthermore, studies have also shown that student participation, encouragement, and peer-to-peer interaction was consistently and positively related to the development of critical thinking skills (Howard, 2015, pp. Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015). How will you know the discussion has met the learning objectives of the course or class session? (2009). Pause the discussion for a few minutes for students to independently restate the question, issue, or problem, and summarize the points made. 6). Chronicle of Higher Education.
These strategies are organized around four key phases: planning for classroom discussion, warming up for classroom discussion, engaging in classroom discussion, and wrapping up classroom discussion. Asynchronous discussion spaces are an effective way for students to prepare for in-class discussion, as well as expand upon what they have already discussed in class. (Unlike cold calling, is when students do pre-work and are told in advance that they will be asked to share their or their groups response. below. to make it easy for students to do most of the talking and/or posting. November 18, 2020. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt.
pose several key questions. As an active learning technique, class discussion requires students to be co-constructors of their learning. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. Then pass the papers back to the left so that everyone can
9. Rather than summarizing the discussion yourself, partner with your students; see the section on. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. Overall, classroom discussions can engage, prepare, and motivate students more. Open Questioning: Facilitators need
pairs then exchange views on an announced topic.
Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions. the person; Don't laugh when someone is speaking (unless
Guide students in how they can contribute substantively to their peers live responses or online posts. Online and out of synch: Using discussion roles in online asynchronous discussions. Talking Stick: In this method, derived
Post the guidelines in CourseWorks and refer to them as needed. hb```e``g`a`hc`@ +s\8aD0@%6 63I@Z"@X?0fYpe1!As|+{Aeg`H3ap'p30>@ ` ;{
You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt. Regardless of class context (e.g. (2014). You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. Student roles: Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. Bells of Freedom: "What is Human? Barkley, E.F.; Major, C.H. In this weeks post, well discuss the advantages of classroom discussions and see how this could keep your students motivated and engaged in class. ", Speculating: "How might we solve this
These goals will inform the learner-centered strategies and digital tools you use during discussion.
After talking in pairs, couples might be asked to combine in groups
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10. The Five Advantages of Teaching with Discussions. Higher Ed Professor, 16 Feb. 2015, http://higheredprofessor.com/2015/02/16/five-advantages-teaching-discussions/. How will you engage all of your students in the discussion? Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. Vary question complexity over the course of a discussion.
Some thinking time activities include: Ensure that the discussion meets the learning objectives of the course or class session, and that students are leaving the discussion with the knowledge and skills that you want them to acquire. Some ideas for icebreaker activities related to discussion include: With all of your preparation and planning complete, there are some important considerations you will need to make with both your students and yourself in mind. and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Actively guide the discussion to make it easy for students to do most of the talking and/or posting. For support with setting up asynchronous discussions, see the. Contribute questions, ideas, or resources. are some typical forms of open questions: Hypothetical: "What would you do if? Retrieved from, https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/, For assistance with discussion pedagogy, please request a Columbia Center for Teaching and Learning (CTL) consultation by emailing, For assistance with the instructional technologies mentioned (CourseWorks, Poll Everywhere, Zoom), please contact the, assigned to your school or department, or email the CTL at, Columbia University in the City of New York, Office of Teaching, Learning, and Innovation, Leveraging Asynchronous Discussion Spaces, Columbia University Website Cookie Notice. The questions you ask and how you ask them are important for leading an effective discussion. Thats not to say that its impossible to promote discussion with remote instruction. develop "Rules for Discussion": a) Ask participants to think of some principles
Icebreakers and small group discussion opportunities provide great ways to get students talking, especially in large-enrollment classes where students may feel less connection with their peers (see, Community Building in Online and Hybrid (HyFlex) Courses, resource. Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. "Talking Circle Again. Chronicle of Higher Education. If not already
It is important to create multiple opportunities for engagement and not just rely on whole group discussion. (2014). Brookfield, S. D., & Preskill, S. (2016). Engage students in facilitating the discussion. To make this a reality, advanced preparation involves thinking through the logistics using discussion activities, roles and responsibilities (if working with TA(s)), classroom technologies (e.g., ceiling microphones available in the classroom; asking in-person students to bring a mobile device and headset if possible to engage with their remote peers), and determining the configurations if using discussion groups or paired work (both in a socially distanced classroom, and if asking both in-person and remote students to discuss together in breakout groups). Icebreakers and small group discussion opportunities provide great ways to get students talking, especially in large-enrollment classes where students may feel less connection with their peers (see sample icebreakers below). Ask a student (on a rotating basis) or TA(s) if applicable, to monitor the Zoom chat (in hybrid/HyFlex courses) or the CourseWorks Discussion Boards (when leveraging asynchronous discussion spaces). usually within a set time. : instructor, TA, or students)? The modality of your class discussion may determine the tools and technologies that you ask students to engage with. : seminars, large-lecture classes, labs), for discussions to become a norm in your course, you will need to build community early on in the course. points orally and in writing.
Talking Tickets: To provide everyone
Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement. with critical thinking or socratic questions. Highlight and use insightful student questions to prime or further the discussion.
: CourseWorks discussion board). A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of educational objectives. expression to personal response to a film, presentation, or experience. can see them, combining and simplifying where necessary. What can students expect of your role in the discussion? Guidelines For Classroom Interactions. If theres one right answer, ask students about their process to get to the right answer. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.). Here
opportunities to speak. to respond. IDEA Paper #49. the facilitator asks everyone on the inside to move one seat to the
reflections to the entire group. Rules for Discussion: One way to help
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of four and compare their opinions. Further, many courses are pre-recorded making discussions impossible. Barkley, E.F.; Major, C.H. you ask them are important for leading an effective discussion. 138 0 obj
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Student feedback is a great way to gauge the effectiveness and success of class discussion. (2020). Feedback: Student feedback is a great way to gauge the effectiveness and success of class discussion. Our Own Rules? ), , additional strategies include having parallel discussions in. How will it support student learning? Cogent Education, 4(1). they then link with one other person to discuss and then bring their
2. If students are expected to respond to their peers questions, they need to be told and guided how to do so. You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey. Promoting and facilitating classroom discussions can not only help students learn from one another but also help students understand and retain the lecture better. While there are some shared general discussion guidelines, there are also some specific considerations for asynchronous discussions: Allow everyone the chance to speak (Take Space, Make Space). Stick."[erc.hrea.org/Library/First_Steps/index.html]. How will you communicate the goals and expectations to students? ABC: "Beginnings and
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In response to an open-ended question, ask students to first think on their own for a few minutes, then pair up to discuss their ideas with their partner. Be sure to include desired behaviours/etiquette and how technologies and tools for discussion will be used.
