Generating discussion
Having discussions in class is important. It allows students to develop
their
speaking skills and gives them a chance to interact with faculty and other
students on a personal level. It is neither relating personal experiences
which have little relation to theory or course objectives nor an opportunity
for the keen students to score points. It is not just an extension of
the lecture. A successful discussion environment displays the following
characteristics:
- There is a warm, supportive, non-competitive atmosphere in the class, with no one student (or the prof) dominating.
- The instructor has prepared a plan for the discussion period.
- The students are prepared for the session, having done assigned readings, seen assigned films or gathered the required information.
- Every student participates.
- The instructor incorporates students' suggestions in the discussion.
- The students understand that the purpose of the session is to learn.
Providing a basis for discussion
The discussion must have a focus. All participants must have access to the same materials or information in order to make a contribution. Materials which can provide points of reference for a discussion:
- Assigned readings - a chapter from the text, articles on reserve, etc.
- A film clip or videotape.
- A brief excerpt read at the beginning of class.
- A poster, a cartoon, a slide.
- Music.
Provide the students with some guiding questions which they can consider as they read the assignment or watch the film. This will ensure they have some observations and ideas to share.
An idea or quotation, provocatively formulated, can get discussion started. Write it on the board when you get to class and you'll start the students thinking right away.
Don't be afraid of silence. Often teachers fear a silent class. As a result, they frequently offer the answer or rephrase the question before the students have a chance to consider the question. Eventually, the students will start to think that they needn't answer. Be prepared to pause. Wait fifteen seconds or more after asking a questions; you may be surprised. If they've prepared, they'd rather talk than endure silence.
Alternately, you may ask the students to formulate a couple of questions based on the readings. Collect these and have a student choose one at random; read the question and discuss it with the class. Note that such an exercise requires that you give them some practice developing different kinds of questions: ones that require analysis or synthesis for example - not ones that require answering yes or no, or merely regurgitating facts. In the process, the students will develop their critical skills, they'll see the difference between higher-order and lower-order questions and they'll get a valuable insight into learning.
Brainstorming is a useful as a way of establishing the groundwork of discussion: to generate a variety of ideas on a topic, to determine the extent of the students' knowledge on the topic and to develop critical thinking.
To brainstorm for a discussion, get the students to form groups and appoint a leader. The leader will then ask for ideas from the other members of the group, either seeking volunteers or going around to each. While each person is expected to contribute a response to the topic, a student may "pass" when his or her turn comes. No comment or judgments are made of the contributions at this stage. The responses from the group members are merely recorded by the leader, either on paper or on a flipchart.
When all of the ideas have been recorded, the group sifts through the responses, separating those ideas which are related and can be joined from those which are repetitious and can be eliminated from the list. The ideas. are then put in an appropriate order - order of importance, chronological order - and then discussion begins.
Students who are reluctant to speak up in large groups - in large classrooms, conferences, studios and labs - may open up in smaller groups. Once you become familiar with your students, you will be able initiate dynamic discussion by grouping students with differing learning styles. If this is not possible, a random assignment of members is appropriate; however, you should avoid putting friends in the same group as they might exclude others. The topic for the group work should be clearly defined. It may be a common question or problem or a different one for each group. Depending on the sophistication of the question to be answered or the problem to be solved, allow between 5 and 15 minutes.
Stick to the time limit. It is not necessary that all groups finish their discussions, but it is necessary that you maintain the energy level developed in the small group discussions. You can try assigning roles to group members, such as spokesperson(s), a note-taker. In a small class, you may choose to have all groups report on their findings. In a large class, this can quickly become boring. Limit the number of reports to two. The reports can be given verbally or written out on flip chart paper. In the latter case, try posting the reports around the class. With very large classes, try passing out transparencies and markers to each group.
Role-play is an effective way to develop communication skills and demonstrate the application of values. Don't surprise the students with this activity. Get volunteers in the previous class and explain their roles to them. Provide them with a description and a time limit (five or ten minutes) for their role playing.
To ensure a meaningful discussion at the end of the role-play, give the rest of the class some questions to consider as they watch. You might begin by asking the participants to discuss their roles first and then proceed to the class responses.
Perhaps the most frustrating experience is to schedule a discussion and then find that few have done the assigned reading. Short of assigning a portion of the grade to class participation - a practice which needs to be carefully recorded - you'll have to encourage the students to do the preparatory work. Consider the following strategies:
- Begin by asking each person to make one comment or observation on the reading. List them on the board. Move around the room, never calling on the same students or focusing on students in one area.
- Give the students a short quiz consisting of 5 true or false questions. Get them to mark each other's work and collect the tests as part of the class participation mark.
- Get them to review the assigned material or have them discuss the material in groups for 10 minutes; ask a couple of students to give one or two important points made in the reading.
- Suggest students take a few minutes of class time to read a page or two of the assignment.
- Give the students questions to guide them through the next readings.
- Indicate that in future you will assume the readings have been done and you will go around the room questioning each student.
Students who do not contribute
You can encourage all students to make a contribution without forcing them to speak. Increase the period of time you normally wait after asking a question. Don't automatically call on the students who raise their hands first. Wait for other students to respond, especially those who do not ordinarily contribute. Students may give you some nonverbal feedback indicating their willingness to respond: eye contact, facial expressions and gestures indicating they know the answer, a hesitant raising of the hand. Varying group size is often a very effective way to help all students find their most comfortable discussion environment.
Students who dominate a discussion
Sometimes one or two students monopolize the discussion. Often these students do not intend to silence their classmates; they simply have a lot of ideas or a special interest in the subject. Without discouraging their enthusiasm, you must try to get other students involved. Consider the following tips:
- Establish a guideline of recognizing `new voices' first.
- Ask the dominant students to lead the discussion, explaining that the role of the discussion leader is to get others to talk.
- Talk with the student privately, explaining that you appreciate his or her comments, but that his or her outgoing personality prevents others from expressing their views. Ask for his or her help in getting responses from the other students.
- Remember that breaking the class into small, informal groups can encourage others to `interrupt' a dominant student's monologue.
Frequently, the discussion gets sidetracked. Be attentive to the direction it is taking and ready to steer it back on course if it strays. Acknowledge the importance of the off-track remarks and suggest that interested students might agree to discuss it with you after class. Take a few minutes to summarize the progress of the discussion. Ask the students to summarize. Pose anew question intended to re-direct the discussion.
Be patient; allow students the time to consider your questions. If all discussion stops, ask what the silence means. If the topic is exhausted, you may consider dismissing the class five or ten minutes early. However, don't make it a practice. The students may get the impression you are unable to manage class time. If there is a considerable portion of the class left, you may consider one of the following:
- Ask a controversial question or introduce a new angle.
- Start a new topic.
- Explain how the topic relates to the rest of the course or to the mid-term or the exam.
- Start a review of the material you've covered so far.