Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. Classroom discussions can help students learn and retain information in a better way. How will you make peer-to-peer engagement an integral part of your class? While its important for students to do most of the talking and posting, TAs can support students in the discussion, and their presence can help keep the discussion on track. Even though some students commented that their participation doesnt enhance their learning, the sizable number who indicated the role others comments play in their learning validates the importance of encouraging participation from a broader range of students than might normally volunteer. The inner circle has a discussion while the outer circle somehow scores the inner circle (did they use eye contact? For strategies and examples on how to enhance your courses asynchronous discussion opportunities using Ed Discussions advanced features, refer to, Enhance your Course Discussion Boards for Learning: Three Strategies Using Ed Discussion, To Spark Discussion in a Zoom Class, Try a Silent Meeting, Student Engagement Techniques: A Handbook for College Faculty. The discussion book: 50 great ways to get people talking. January 2022 Issue. After that, a whole class discussion can ensue by asking a member of each group to share their progress. In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. The students further articulated five ways that participation enhances learning. Retrieved from www.ideaedu.org, Center for Research on Teaching and Learning. (2016). For support on getting started with Ed Discussion, see their, . Second Edition. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. This is especially helpful for shy or introverted students who need time to formulate their opinions or reactions. Like any learning goal in your course, students will need a meaningful way to practice and assess their discussion contributions. 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. This starts with good discussion tasks being created for each content item. Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. These ProfMoments are usually no more than five minutes in length. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. Retrieved from, http://www.crlt.umich.edu/examples-discussion-guidelines, Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. One way to do this is to facilitate a discussion about discussions, asking students to identify what the characteristics of an effective discussion are. Student feedback is a great way to gauge the effectiveness and success of class discussion. [ Learning from the Germans] provides the crucial facets of any successful attempt to work off a nation's criminal past . The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. You might consider collecting written reflections from students at the end of class, or after class through a Google Form or CourseWorks post. It moves students up in Bloom's taxonomy from having some knowledge to being able to synthesize and evaluate it. A student can write the main points on the board during the discussion. Creative Commons Attribution-ShareAlike 4.0 International License. That doesnt mean that I dont produce any videos for my courses. Student-led discussion sessions provide students an opportunity to perform the analytical work of the course in the form of a series of questions prepared in advance. Students may need to be motivated to pay attention. 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. ; and Cross, K.P. But just like effective lectures or assignments require planning and preparation, so too does class discussion. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions. Designate 23 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content. They can benefit students in many ways by assisting them in forming relationships and learning from one another. Howard, J.R. (2015). If you require this content in another format, please send an email to the ADA Coordinator. You may ask students to summarize the discussion, extend the discussion by contributing new ideas, or pose follow-up questions that will be discussed asynchronously or used to begin the next in-class discussion. You might consider asking students to use the 3CQ model: Establish discussion guidelines: Communicate expectations for class discussion. For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. It should be something that students want to talk about and have different viewpoints on. It is important to create multiple opportunities for engagement and not just rely on whole group discussion. Avoid trivia and avoidance of the issues. Elise J. Dallimore, PhD, Julie H. Hertenstein, DBA, and Marjorie B. Platt, PhD. Invite students to post questions to a. before class, or share their questions during the discussion. Equalize participation; have everyone participate; no one dominates by force of personality or eagerness to have the floor. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. Classroom discussion is a practice in which the instructor and students share views on a specific topic previously lectured. I divide the class into groups of about 8-10 students, which seems to be the optimal number for ensuring a worthwhile discussion. 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. I used them to introduce modules or answer questions or clarify concepts. This may involve as much detail as giving the students the actual Discussion Questions beforehand. Jossey-Bass. However, like any class activity, they require planning and preparation. Research shows that students learn more when they actively participate in their learning, rather than passively listen. How will it support student learning? ), The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc. "Test-market" ideas and opinions before class Exploring the case with your discussion group beforehand will increase your comfort level when sharing in the classroom. The reason is simple. Provide feedback in both written and oral form to students. Classes of all sizes and modalities can benefit from collecting this type of feedback from students. See responses in real time and ask students to discuss the results. Comfort with silence is important following a posed question. Write a discussion post explaining the behaviors you learned, and identify the key components and vocabulary of the learning, such as the UCS, UCR, CS, CR, positive or negative reinforcement, shaping, etc. : CourseWorks discussion boards offer instructors a number of customizable options including: , and more. It moves students up in Blooms taxonomy from having some knowledge to being able to synthesize and evaluate it. However, if you're a discussion leader, you may be nervous. In large-enrollment courses, these roles can be assigned in small group or pair discussions. What is the goal of the discussion? Did they acknowledge each others contributions?) (2017). (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.). : a seminar, large lecture, or lab course) or the form (e.g. As you establish a rapport with your students, you can demonstrate that you appreciate their contributions at the same time that you challenge them to think more deeply and to articulate their ideas more clearly. Teaching at its best: A research-based resource for college instructors. Communicate the purpose (not just the topic) of discussion: Sharing learning goals will help students understand why discussion is being used and how it will contribute to their learning. If a summary of the discussion should be kept on the board, have a student do the writing while you hang back. Student-led presentations: In smaller seminar-style classes or labs, invite students to give informal presentations. Although not comprehensive, these recommendations illustrate the breadth of strategies instructors can use to increase learning through discussion. 2016). Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies. and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Provide an evaluation of the discussion for the students. 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). Discussion is a teaching strategy that goes beyond the basic provision of knowledge characteristic of lectures. Review ones own writing for clarity before posting, being mindful of how it may be interpreted by others. Sit within the circle, or move to the back of the room so that students get the idea that they should be talking to each other, not to you. UNG follows the section 508 Standards and WCAG 2.0 for web accessibility. You might train students in how to take notes during discussion. This section offers some strategies for engaging in classroom discussion. Though there are almost always discussion forumsincluded in these environments, they are After a bit, 2 dyads form a group of 4 who share together. How can you get students talking to each other? 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. 2022 The University System of Georgia and the University of North Georgia. Rather than summarizing the discussion yourself, partner with your students; see the section on. Regardless of class context (e.g. Encourage peer to peer interaction. (Armstrong, 2020): Devote class time to students silently engaging with course materials and commenting in a shared document. Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. Bring tangents back to topic. Julie Hertenstein is an associate professor of accounting in the DAmore-McKim School of Business at Northeastern University. Structuring Discussion to Engage Students, Crafting an Engaging Lecture Inside Higher Ed. My online courses are built around discussion, not lectures. Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. Give students an opportunity to reflect on and share what they have learned. For example, should they be able to describe the functions of the membrane systems of a cell? Contribute questions, ideas, or resources. Classes in large, immovable chair lecture-halls can also engage in fruitful discussions if the style is chosen correctly. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt. Advantages of synchronous discussion in a f2f class: Increases sense of community; Immediate feedback for questions and concerns; Discussion can be instructor-led; Instructor can make changes to the activity spontaneously; Instructor (or students) can augment the discussion with classroom resources (i.e., whiteboard, projector, document camera) Having test items about the discussions can increase attention. In teams, students take on opposite sides of an argument and engage in a debate discussion. Barkley, E.F.; Major, C.H. Discussion questions do not have to be instructor-generated; asking students to generate discussion prompts is a great way to engage them in their learning. 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. San Francisco, CA: Jossey-Bass. For example, you can teach your students that silence is an important part of discussions by modeling moments of silence and contemplation in your lectures. The Benefits Of Classroom Discussions Aside from the fact that classroom discussions can be effective, they can also be entertaining and educational. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. There are some key factors that contribute to the success of social-emotional learning, such as high-quality, evidence-based curricula; integration into academic subjects; and a school culture and . Further, students who assert they learn better by listening can be encouraged to participate at least a moderate amount to contribute to the learning of others, just as they benefit from others contributions. If theres one right answer, ask students about their process to get to the right answer. Get students comfortable talking with their peers, you, and the TA(s) (as applicable) from the start of the course. Collaborative Learning Techniques: A Handbook for College Faculty. Instructors of discussion-based courses can extend in-class discussions into the asynchronous space. How can you invite students into creating the learning space? These inclusive moves allow students to contribute to discussions in multiple ways. How will you communicate the goals and expectations to students? For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. 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. Learning Through Discussion Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. Weimer, M. (2017). 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. One of the advantages of the discussion approach is that it is a win-win situation: students learn through discussion and interaction, and instructors don't have to spend time producing and uploading recorded lectures. You can see an example on the FAQs page. Key Concepts/Questions: A key point that stood out from the reading was how the text pointed out how many schools now require for teachers to . Wiley. The following sections offer a framework and strategies for learning through discussion. 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. (2020). There are many benefits to having online discussions even in a face-to-face (f2f) course. 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. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. Evaluating discussion participation: Grading participation improves learning (Major et al. How will you determine the effectiveness of class discussion? Roles can then be reversed for second half of class. This deals with the problem of student preparedness. The modality of your class discussion may determine the tools and technologies that you ask students to engage with. The monitors can then flag important points for the class or read off the questions that are being posed. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. Peer-To-Peer Review. Barkley, E.F. (2010). Encourage students to continue the class discussion by leveraging asynchronous course spaces (e.g. Brookfield, S. D., & Preskill, S. (2016). Replacing lectures with discussion and ProfMoments . Ed Discussion is an online threaded discussion platform that allows instructors and students to interact asynchronously by posting text comments and questions, files, and more to discussion forums.. Ed Discussion supports customizable thread filters and categories, anonymous posting, LaTex, image annotation, instructor endorsements, customizable notification settings, data analytics, and . After a comment has been made, encourage other students to comment on it, rather than doing it yourself. Use of military-themed imagery does not constitute endorsement by the U.S. Department of Defense. Engaging in good discourse is a useful skill for your students to practice and learn. Discussion helps students engage in groups and in collaborations. : Give students time to think before participating. Discussions attempt to engage students with course material in such a way as to promote critical thinking and analysis. Facilitating discussion: Five factors that boost student engagement. 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. Comfort with the discussion and a sense of community within the class improves the level of student learning. 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. Instead, we can carefully prepare ourselves and our students for a successful discussion. helps students retain and remember information; provides clarification of prior learning; and. This website uses cookies to identify users, improve the user experience and requires cookies to work. For support with setting up asynchronous discussions, see the. The following sections offer a framework and strategies for learning through discussion. IDEA Paper #49. If students are allowed to think before joining a discussion they usually have at least one comment to add to the group. The discussion question relates to something from course content that had a definitive outcome. 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. https://www.chronicle.com/interactives/20190523-ClassDiscussion, The K. Patricia Cross Academy. Invite students to post questions to a CourseWorks Discussion before class, or share their questions during the discussion. There are a number of Columbia tools that can support asynchronous discussion spaces. Additional Resources Reflect: Before you engage with your students feedback, its important to take time and reflect for yourself: How do you think the discussion went? These goals will inform the learner-centered strategies and digital tools you use during discussion. New York, NY: Routledge. It allows learners to share thoughts, ideas and even review them. Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. Cashin, W.E. . Elise Dallimore is an associate professor of organizational studies in the Department of Communication Studies and a joint appointment in the DAmore-McKim School of Business at Northeastern University. Marjorie Platt is a professor of accounting in the DAmore-McKim School of Business at Northeastern University. The purposes of a discussion are to build collective knowledge and capability in relation to specific instructional goals and to allow students to practice listening, speaking, and interpreting. To summarize, participation: Here is a brief summary of how we have translated these student-generated categories into concrete pedagogical strategies to facilitate learning from class discussion. The goal of a discussion is to get students to practice thinking about the course material. How will you engage all of your students in the discussion? : 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. Explicitly explain the positive results of a good discussion so that students see the value of it. The instructor provides a series of questions ahead of time so that students have time to reflect and prepare for the questions before discussion. A discussion forum offers a place to instructor-to-learner and student-to-student interaction to take place. The modality of your class discussion may determine the tools and technologies that you ask students to engage with. (2011). These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. What prompts will be used for discussion? The Discussion Book: 50 Great Ways to Get People Talking. Regardless of your class size or context (i.e. Continue working backwards, considering more basic knowledge that needs to be assessed before the higher level questions can be tackled. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/. Good discussions dont just happen. Step 1: Click the dropdown next to create a lesson and select "Create a discussion ". Using effective discussion strategies will help focus class dialogue and foster a more effective learning environment where students can share, challenge, and learn from each other's ideas. Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015). We have to plan for them, carefully. Not grading leads to lack of investment in the discussion. Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. Receiving feedback. Eboniee Rose Epy 451-1003 Learning Log Ch 3 & VR 9/21/22 Chapter 3 and VR Learning Log Discussion Question: As a teacher, what steps can be taken in order to ensure the tests given in class to measure students' learning are both reliable and valid? It is important to use a variety of styles across the course so that students dont become used to and tired of typical routines. This Month's Issue. Using discussions as a primary teaching method allows you to stimulate critical thinking. That can grease the wheels. Preparing for, opening, and continuing a great discussion is a skill you can learn. Asynchronous, online discussions where students can process the material, interact with each other, and form a collaborative community are key to successful online teaching. 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. Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. Discussion is a teaching strategy that goes beyond the basic provision of knowledge characteristic of lectures. It is even easier nowadays for eLearning professionals to create discussion forums through a Learning Management System (LMS). Finally, ask a few pairs to share their main takeaways with the whole class. But heres a simple trick: I dont put the content items on a separate page in the learning management system (LMS). While the strategies and considerations provided throughout this resource are adaptable across course contexts, it is important to recognize instructors varied course formats, and how discussion might differ across them. Journal of Excellence in College Teaching, 27(3), 137-171. Encourage new questions and perspectives. 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. Create opportunities for students to have pair or small group conversations to get to know one another and connect as a community. Brookfield, S. D., & Preskill, S. (1999). Questions that ask students to use their knowledge/skills in new ways. Every student has a different approach to learn things. Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. While generally not conducive to covering large amounts of content, the interactive dynamic of discussion can help students learn and motivate them to complete homework and to prepare for class. Ask students to reflect on and process their learning by identifying key takeaways. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. Respond to discussion posts within # of hours or days. This is a good style for getting shy, introverted students to engage and for equalizing participation. Guide students in how they can contribute substantively to their peers live responses or online posts. 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. Practice teaching and learning from others Actively listening, questioning, and contributing will improve your effectiveness and the discussion group's productivity. Discussion boards are a great way to help students stay engaged in the course, to answer questions that can't be reviewed in class, and to give context to ideas when class time is limited. Nilson, L. B. Online and out of synch: Using discussion roles in online asynchronous discussions. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback. : in-person or asynchronous) discussion takes, it offers a number of benefits to students learning. Half the students get in a circle. Modules consist of content items; I aim for five to eight per module. 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. Highlight and use insightful student questions to prime or further the discussion. A discussion forum is a platform where learners can give their thoughts about a topic. Feedback: Student feedback is a great way to gauge the effectiveness and success of class discussion. Upcoming Conferences for Higher Ed Professionals. Keep the group focused on the topics. There should be multiple ways to answer the question or address the statement. The questions you ask and how you ask them are important for leading an effective discussion. In smaller seminar-style classes or labs, invite students to give informal presentations. For additional support with building community in your course, see the CTLs Community Building in Online and Hybrid (HyFlex) Courses resource. The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Blooms Taxonomy. If not, what might you do differently? These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Synthesizing the discussion is a critical step for linking the discussion to the original learning objectives and demonstrating progress towards meeting those objectives. Armstrong, B. Relief Society and Elders Quorum Teaching, Learning, and Applying Messages from General Conference Teaching, Learning, and Applying Messages from General Conference The learning outcomes of a discussion should always align to the learning outcomes for your course. Unlike competitive and individualistic approaches to learning and studying, Discussion is a cooperative learning method that relies on students interacting and studying material with other students and instructors. https://www.chronicle.com/interactives/20190523-ClassDiscussion, The K. Patricia Cross Academy. Once you have logged into EdApp, find the Discussions feature right beside where you would normally create a lesson. A well-planned discussion can encourage and stimulate student learning and add variety to your class. 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