: CourseWorks discussion board). Who will come up with those prompts (e.g. (2016). 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. A student can write the main points on the board during the discussion. Instructors of discussion-based courses can extend in-class discussions into the asynchronous space. 2022 The University System of Georgia and the University of North Georgia. Discussion is important to learning in all disciplines because it helps students process information rather than simply receive it. Elise J. Dallimore, PhD, Julie H. Hertenstein, DBA, and Marjorie B. Platt, PhD. San Francisco, CA: Jossey-Bass. If you require this content in another format, please send an email to the ADA Coordinator. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines. You can see an example on the FAQs page. Regardless of class context (e.g. 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. (2017). How will you determine the effectiveness of class discussion? That doesn't mean that I don't produce any videos for my courses. 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. There should be multiple ways to answer the question or address the statement. Next, students share in a dyad. Before you engage with your students feedback, its important to take time and reflect for yourself: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. This is a good style for getting shy, introverted students to engage and for equalizing participation. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. 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. Describe one example of something learned through. 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. Therefore I put the content right into the discussions. Icebreakers: Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. Keep students energized and engaged. 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. 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). Engaging in good discourse is a useful skill for your students to practice and learn. This deals with the problem of student preparedness. Preparing for, opening, and continuing a great discussion is a skill you can learn. How will you facilitate discussion? How will you make peer-to-peer engagement an integral part of your class? Nilson, L. B. This section offers some strategies for engaging in classroom discussion. Students bring in examples from the news that relate to course material, and these examples serve as fodder for discussion. : a seminar, large lecture, or lab course) or the form (e.g. Weimer, M. (2017). 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. . deepens their understanding especially through hands-on and application-based learning opportunities. Teaching for learning: 101 intentionally designed educational activities to put students on the path to success. This disturbing but hopeful and insightful book wrestles with the questions of who we are as human beings and what values we have as a nation." Roger Bishop, BookPage (starred review) 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. Did they encourage others to contribute? Brookfield, S. D., & Preskill, S. (2016). How will you make discussion and your expectations about student participation explicit and integral to the class? 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. Provide an evaluation of the discussion for the students. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. In this article, we will discuss why the discussion forum is a vital feature of eLearning training. Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online. This is especially helpful for shy or introverted students who need time to formulate their opinions or reactions. Roles can then be reversed for second half of class. Students dont always see the benefits of discussion. Instead, I embed the content items directly into their own discussion forum, with a discussion task for each content item. Second Edition. If students are allowed to think before joining a discussion they usually have at least one comment to add to the group. Arrange the classroom. 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. This website uses cookies to identify users, improve the user experience and requires cookies to work. Half the students get in a circle. You should also arrange yourself. 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). Actively guide the discussion to make it easy for students to do most of the talking and/or posting. Step 1: Click the dropdown next to create a lesson and select "Create a discussion ". To be successful, you need to translate your face-to-face discussion skills to the online environment. Affirm students perspectives. Davis, B.G. Cashin, W.E. Classroom discussions can help students learn and retain information in a better way. Pose a poll closed-ended question and give students time to think and respond individually. Chronicle of Higher Education. To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. 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. 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. Facilitating discussion: Five factors that boost student engagement. It should be something that students want to talk about and have different viewpoints on. I do: theyre called ProfMoments, short videos that I produce on my own with a fancy camera (though recording with a computer or even a cellphone will work if you can get decent sound to match the video quality). The content items will consist of readings or audio-visual materials that have been curated to bring focus to particular aspects of the modules topics. You might consider leveraging the time before and after class or office hours to have informal conversations and build rapport with students. This is helpful, but not necessary. Start with a question or statement that really provokes discussion. https://www.chronicle.com/interactives/20190523-ClassDiscussion, The K. Patricia Cross Academy. Set aside time to debrief the discussion. to make it easy for students to do most of the talking and/or posting. Finn, A. N., & Schrodt, P. (2016). What is the goal of the discussion? Prioritize building upon or challenging the strongest ideas presented in a post instead of only focusing on the weakest aspects. Good discussions dont just happen. Engaging students in learning Discussion Discussion Discussions can play a valuable role in lecture courses, seminars, quiz sections, labs, studios and a variety of other settings. Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. Based on the book of Proverbs, how would you define this classic virtue? In our recent study, 246 students shared their understanding of how participation in class discussions affected their learning. Next, select a style of discussion you think would work well for your learning objectives. Student roles: Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. You might consider asking students to use the 3CQ model: CommentI agree/disagree with (specific point/idea) because; Communicate expectations for class discussion. In the world of online learning, discussion groups, discussion boards, discussion forums or threaded discussions are of vital importance. In teams, students take on opposite sides of an argument and engage in a debate discussion. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. Encourage students to write down new insights, unanswered questions, etc. In large-enrollment courses, these roles can be assigned in small group or pair discussions. The entire post should be at least 200 words and respond to the following prompt: STEP 2: Comment on at least TWO other posts in at least 75 words per post. Teaching at its best: A research-based resource for college instructors. Brookfield, S. D., & Preskill, S. (2016). r/MachineLearning [D] my PhD advisor "machine learning researchers are like children, always re-discovering things that are already known and make a big deal out of it." It allows learners to share thoughts, ideas and even review them. Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. 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. Create a summary of the discussion for the students. January 2022 Issue. We hope these questions will help you consider (or discuss with others) what God is teaching you through this month's study of His Word. If everyone writes out their ideas before beginning, everyone will have something to say if they are called upon. 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 modality of your class discussion may determine the tools and technologies that you ask students to engage with. This style is good for taking students beyond critical thinking to creative thinking and analysis. Learning in these environments is typically mostly a solitary experience. Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. I divide the class into groups of about 8-10 students, which seems to be the optimal number for ensuring a worthwhile discussion. 2022 Faculty Focus | Higher Ed Teaching & Learning - All Rights Reserved. Increase genuine collaboration and teamwork. 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. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Pair and small group discussions can create trust among students and give them the confidence to speak up in the larger group. 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. The discussion book: 50 great ways to get people talking. Regardless of your class size or context (i.e. 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. How will you ensure students make connections between broader course concepts and the discussion? Different styles address different issues in creating discussions. After a bit, 2 dyads form a group of 4 who share together. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback. This technique can minimize student anxiety, as well as produce higher quality responses. For additional support with building community in your course, see the CTLs Community Building in Online and Hybrid (HyFlex) Courses resource. Post the guidelines in CourseWorks and refer to them as needed. Vary question complexity over the course of a discussion. Platt (2016), Journal on Excellence in College Teaching, 27(3), 137-171. Dallimore, J. H. Hertenstein, and M.B. Designate 2-3 students per discussion to wrap up the discussion by identifying themes, extracting key ideas, or listing questions to explore further. If not, what might you do differently? . Evaluating discussion participation: Grading participation improves learning (Major et al. What about students who speak only to earn participation credit rather than contribute substantively to the discussion? 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. This will encourage their ownership of the guidelines. (2009). Solutions to Improve Teaching and Learning idea How Learning Works- UC Berkeley Leading Dynamic Discussions- University of Washington. This may take the form of a 'low-stakes' assignment where . The reason is simple. 2016). What are your expectations of student participation and contributions to the discussion? 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. 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. Julie Hertenstein is an associate professor of accounting in the DAmore-McKim School of Business at Northeastern University. Demonstrate patience and positively encourage participation (Finn & Schrodt, 2016). , additional strategies include actively listening, giving students time to think before responding, repeating questions, and warm calling. It moves students up in Blooms taxonomy from having some knowledge to being able to synthesize and evaluate it. Having students learn each others names, such as with name-tents, can increase community. The instructors role is to frame the discussion in two ways: through the judicious curation of content, and through good management of the discussions. Journal of Excellence in College Teaching, 27(3), 137-171. The instructor provides a series of questions ahead of time so that students have time to reflect and prepare for the questions before discussion. Barkley, E.F.; Major, C.H. These goals will inform the learner-centered strategies and digital tools you use during discussion. Leading an Effective Discussion (adapted from "How to Get Students to Talk in Class," Center for Teaching and Learning, Stanford University, and from the "Learning through Discussion 1.1: Strategies for Section Leaders," Graduate Teaching Center, Yale University) Open the conversation Tell students what you plan to accomplish for the day. Discussion is a teaching strategy that goes beyond the basic provision of knowledge characteristic of lectures. 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. Do things in lecture to encourage discussion attributes. This is the discussion for EACL 2023 reviews. This article is adapted from: Creating a Community of Learning Through Classroom Discussion: Student Perceptions of the Relationships Among Participation, Learning, Comfort and Preparation, by E.J. Finally, ask a few pairs to share their main takeaways with the whole class. Contribute questions, ideas, or resources. 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. Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). San Francisco, CA: Jossey-Bass. helps students retain and remember information; provides clarification of prior learning; and. Review ones own writing for clarity before posting, being mindful of how it may be interpreted by others. Guide students in how they can contribute substantively to their peers live responses or online posts. Tools for Teaching, 2nd Edition. learning at scale are frequently impoverished on this dimension, which is a problem for all, but especially under-served students who are in greater need of support. You might train students in how to take notes during discussion. Barkley, E.F.; Major, C.H. While students generally enjoy discussions, they may have difficulty recognizing what they gain from participating in them . New York: Longman. San Francisco, CA: Jossey-Bass. A discussion forum is a platform where learners can give their thoughts about a topic. Encourage students to continue the class discussion by leveraging asynchronous course spaces (e.g. and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Making Good Use of Online Discussion Boards. We have to plan for them, carefully. Center for Teaching, Learning, & Leadership, Faculty Academy on Scholarship of Teaching & Learning (SoTL), Faculty Academy on High Impact Education Practices, Facilitating discussion: Five factors that boost student engagement, Facilitating Discussion: Five Factors that Boost Student Engagement, Solutions to Improve Teaching and Learning, Helping students retain and remember information, Confirmation of what students had already learned, Providing clarification of prior learning, Exploratory questions that ask about basic facts, concepts or themes; these provide a sense of students basic preparation for higher level questions, Interrogation questions that ask about assumptions, conclusions, debates, Comparison questions that compare facts, concepts, or themes, Causal questions that ask about causes or motivations, Relational questions that ask about relationships among facts, concepts, or themes, Diagnostic questions that lead to a conclusion or plan of action, Cause-and-effect questions that ask for relationships among facts, concepts, or themes, Expansion questions look for extensions from facts, concepts or themes, Hypothetical questions look for expansions to new situations, Priority questions ask for analysis of the importance of facts, concepts, or themes, Summary questions ask for synthesis of ideas brought up in discussion. Marjorie Platt is a professor of accounting in the DAmore-McKim School of Business at Northeastern University. Set aside time to debrief the discussion. Whether teaching a large lecture course, a lab course, or other non-discussion based course, students will still benefit from interacting with each other and learning through discussion. As an active learning technique, class discussion requires students to be co-constructors of their learning. You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. Good questions go beyond simple statements of facts and require students to analyze, compare, evaluate, and engage in other high level thinking strategies. Practice teaching and learning from others Actively listening, questioning, and contributing will improve your effectiveness and the discussion group's productivity. You can also give the students a few minutes to gather their thoughts before you expect communication among them. Questions that ask students to use their knowledge/skills in new ways. Replacing lectures with discussion and ProfMoments . Communication Education, 65, 445-462. Consider the size of the groups that will be engaged and, if possible, move chairs around to encourage discussion. Why? "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. on their comment by connecting with course content, adding an example or observation. Research shows that students learn more when they actively participate in their learning, rather than passively listen. 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. Last Updated: December 6, 2022 Classroom discussion is a time-honored way to learn. Be explicit about what students should include in their contributions to make them substantive, and model possible ways of responding. 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. Discussion 40. Student feedback is a great way to gauge the effectiveness and success of class discussion. Not grading leads to lack of investment in the discussion. For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. This may involve as much detail as giving the students the actual Discussion Questions beforehand. This will help them make connections between other class material and previous class discussions. Make your role (or that of your co-instructor(s) and/or TA(s)) in the discussion explicit so that students know what to expect of your presence, reinforcement of the discussion guidelines, and receipt of feedback. What will your presence be in asynchronous discussion spaces? Help students grasp take-aways. In large-enrollment courses, these roles can be assigned in small group or pair discussions. If students are expected to respond to their peers questions, they need to be told and guided how to do so. For support with setting up asynchronous discussions, see the. Effective Classroom Discussions. Jossey-Bass. . I used them to introduce modules or answer questions or clarify concepts. Structuring Discussion to Engage Students, Crafting an Engaging Lecture Inside Higher Ed. Creating a community of learning through classroom discussion: Student perceptions of the relationships among participation, learning, comfort and preparation. While these methods may seem more challenging online, having a familiarity with some of your online class platform features will help foster a similar . In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. We insist, however, that learning is enhanced when both instructors and students reciprocally: (a) ask and answer questions, and (b) give and receive feedback about both course content and the process by which it is explored. 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. Provide feedback in both written and oral form to students. After that, a whole class discussion can ensue by asking a member of each group to share their progress. The monitors can then flag important points for the class or read off the questions that are being posed. 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. Keep the group focused on the topics. How will you engage all of your students in the discussion? Discussions can go astray when they dissolve into excessive nitpicking, repetitions, private conversations, refusal to compromise and apathetic participation. Teacher discussion facilitation: A new measure and its associations with students perceived understanding, interest and engagement. Like any learning goal in your course, students will need a meaningful way to practice and assess their discussion contributions. Keep momentum going. The Discussion Book: 50 Great Ways to Get People Talking. What effect would that have on the outcome? If you have TAs who lead discussion sections, you might consider sharing some of these discussion management strategies and considerations with them, and discuss how the discussion sections can and will expand upon discussions from the larger class. Students may need to be motivated to pay attention. Collaborative Learning Techniques: A Handbook for College Faculty. 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 . It is also an evidence-based way to help students retain information, [1] pay attention, [2] and gain real insight. UNG follows the section 508 Standards and WCAG 2.0 for web accessibility. Questions that ask students to combine ideas and knowledge. Students appreciate an instructor organizing discussion without being overly controlling. : in-person or asynchronous) discussion takes, it offers a number of benefits to students learning. For example, should they be able to describe the functions of the membrane systems of a cell? Additionally, giving students a Preparation Guide helps students improve their learning from the discussion. Remember that online discussions are first and foremost dialogues, not writing assignments. Discussions attempt to engage students with course material in such a way as to promote critical thinking and analysis. What prompts will be used for discussion? Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. The modality of your class discussion may determine the tools and technologies that you ask students to engage with. Rather than summarizing the discussion yourself, partner with your students; see the section on. Use of military-themed imagery does not constitute endorsement by the U.S. Department of Defense. Jossey-Bass. Questions that ask students to draw connections. ; and Cross, K.P. Having test items about the discussions can increase attention. Encourage new questions and perspectives. Additional roles might include: timekeeper, notetaker, discussion starter, wrapper, and student. These inclusive moves allow students to contribute to discussions in multiple ways. Faculty Focus, July 27. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. Barkley, E.F. (2010). 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. The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Blooms Taxonomy. Did your students achieve the learning goals that you had hoped? Be sure to include desired behaviours/etiquette and how technologies and tools for discussion will be used. Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. Questions that ask students to make judgements and assessments. Brookfield, S. D., & Preskill, S. (1999). Be sure to include desired behaviours/etiquette and how technologies and tools for discussion will be used. Student Engagement Techniques: A Handbook for College Faculty. Classes of all sizes and modalities can benefit from collecting this type of feedback from students. 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. ; and Cross, K.P. Sharing learning goals will help students understand why discussion is being used and how it will contribute to their learning. See below for a sampling of different styles. 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. To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. 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 . Additionally, having students rotate roles and responsibilities can keep them focused and engaged. The Discussion Book: 50 Great Ways to Get People Talking, Center for Research on Teaching and Learning. In this model of practice, students dont study for exams, they study for discussions. (Armstrong, 2020): Devote class time to students silently engaging with course materials and commenting in a shared document. Your role becomes that of facilitator. A well-planned discussion can encourage and stimulate student learning and add variety to your class. . Questions that ask students to explain, interpret, or give examples. (2016). Though there are almost always discussion forumsincluded in these environments, they are Howard, J.R. (2015). Just as with any instructional strategy, it is important to begin planning for a discussion by working backwards from your overall learning objectives for the day. Major et al. However, if you're a discussion leader, you may be nervous. Part A: Admin View - How to Set Up the Discussions Feature. You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey. Peer-To-Peer Review. Classes in large, immovable chair lecture-halls can also engage in fruitful discussions if the style is chosen correctly. Major, C. H., Harris, M. S., & Zakrajsek, T. (2016). Armstrong, B. Once the student is finished, he or she chooses another student to contribute. If no one seems ready to talk, ask someone to read aloud from the text. We dont have to rely on magical chemistry arising from our students to engage in a discussion. The discussion isnt an add-on, its integral to the content. They can benefit students in many ways by assisting them in forming relationships and learning from one another. Classroom discussion is a practice in which the instructor and students share views on a specific topic previously lectured. Explicitly explain the positive results of a good discussion so that students see the value of it. Once you have logged into EdApp, find the Discussions feature right beside where you would normally create a lesson. This starts with good discussion tasks being created for each content item. One way to do this is to facilitate a discussion about discussions, asking students to identify what the characteristics of an effective discussion are. It provides them with practice in articulating their opinions and understandings of course material. ), The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. The goal of a discussion is to get students to practice thinking about the course material. More than 70% of students perceived a positive relationship between their own participation and learning but additionally discussed the value of other students comments for their learning. To Spark Discussion in a Zoom Class, Try a Silent Meeting. The Chronicle of Higher Education. This Month's Issue. It is important to create multiple opportunities for engagement and not just rely on whole group discussion. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. : Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. Involving your students in class discussion will allow for more student voices and perspectives to be contributed to the conversation. Additional Resources Modules consist of content items; I aim for five to eight per module. Instead, we can carefully prepare ourselves and our students for a successful discussion. Whole-class discussions can encourage students to learn from one another and to articulate course content in their own words. It is even easier nowadays for eLearning professionals to create discussion forums through a Learning Management System (LMS). An online discussion is very similar to a f2f talk in that they require . How will it support student learning? November 18, 2020. (2016) suggest some of the types of questions that you could ask to include: After we prepare our instructional plan, it is also important to prepare our students for participation in the discussion. Discussions attempt to engage students with course material in such a way as to promote critical thinking and analysis. See responses in real time and ask students to discuss the results. Get away from the front of the room. (2011). That doesnt mean that I dont produce any videos for my courses. In what modality/modalities will the discussion take place (in-person/live, asynchronous, or a blend of both)? You can also have students provide the summaries as a way of improving attention during the discussion. Reflect: Before you engage with your students feedback, its important to take time and reflect for yourself: How do you think the discussion went? If theres one right answer, ask students about their process to get to the right answer. When done in smaller groups, this helps shy, introverted students contribute. In a large enrollment class, this strategy can allow students to engage more deeply and collaboratively with material and their peers. Bring tangents back to topic. This is an opportunity to explain how the discussion added to their course experience and their level of knowledge as a result of it. The students further articulated five ways that participation enhances learning. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt. This helps make sure students are prepared for the discussion. Be sure to provide corrections for anything that occurred in the discussion that was in error in some way. 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. Discussion boards allow learners to respond to comments and questions and are typically organized in threads below a main question. 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. But heres a simple trick: I dont put the content items on a separate page in the learning management system (LMS). You might consider asking students to use the 3CQ model: Establish discussion guidelines: Communicate expectations for class discussion. Students want to know that they leave the discussion with a correct interpretation of what they learned (Finn & Schrodt, 2016). Using discussions as a primary teaching method allows you to stimulate critical thinking. Vary question complexity over the course of a discussion. 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. Wiley. Introduction. Overview of my approach to online teaching. There are many different styles to choose from, for example in Brookfield & Preskill (2016). (2014). You could even ask students to scan the syllabus and share about a particular topic or reading they are most excited about. What knowledge or skills or attitudes do you want students to acquire or exercise in the days discussion? The downloads section (bottom) features a printable handout version of this web page. This is what Ive doneIt wont work for everyoneThe students like it. on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc. Comfort with silence is important following a posed question. These goals will inform the learner-centered strategies and digital tools you use during discussion. In smaller seminar-style classes or labs, invite students to give informal presentations. Learning Through Discussion Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. Designate 23 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content. Some options that instructors might consider include: Anderson, L. W., & Krathwohl, D. R. (2001). One of the advantages of the discussion approach is that it is a win-win situation: students learn through discussion and interaction, and instructors dont have to spend time producing and uploading recorded lectures. "Prudence" is a word we don't use much these days (see Jan. 1). 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. 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. Discussing a topic with friends or classmates helps in learning the topic with perfection. Prepare students for discussion and involve them in asking and answering peer questions about the topic. 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. 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. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. A survey of 246 students (Dallimore, Hertenstein, & Platt, 2016) revealed a number of ways students learn from discussion, including: Discussions are more than conversations or dialogues. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities. Hancock, C., & Rowland, B. Creative Commons Attribution-ShareAlike 4.0 International License. Constructively critique ideas, not individuals. 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. The following section offers some questions for reflection, alongside ideas and strategies to address these considerations. The learning outcomes of a discussion should always align to the learning outcomes for your course. Retrieved from www.ideaedu.org, Center for Research on Teaching and Learning. How can you communicate class norms around discussion and participation on day one? While there are some shared general discussion guidelines, there are also some specific considerations for asynchronous discussions: Sample Asynchronous Discussion Guidelines: Invite students to revise, contribute to, or co-create the guidelines. Discussion Starters. How can you get students talking to each other? (2014). Its important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTLs resource on. 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. 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. STEP 1: Think of different, specific, examples of things you have learned through the types of conditioning discussed in this module. For support with setting up asynchronous discussions, see the Leveraging Asynchronous Discussion Spaces section below. 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. 1. Read more about Columbia undergraduate students experiences with discussion, Designed by Elegant Themes | Powered by WordPress. Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. There are many benefits to having online discussions even in a face-to-face (f2f) course. The questions you ask and how you ask them are important for leading an effective discussion. Synthesizing the discussion is a critical step for linking the discussion to the original learning objectives and demonstrating progress towards meeting those objectives. A taxonomy for learning, teaching, and assessing: A revision of Blooms taxonomy of educational objectives. In a group discussion, the teacher and all the students work on specific content together, using one another's ideas as resources. There are a number of Columbia tools that can support asynchronous discussion spaces. 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? 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. 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) You can set the mood for what you expect from discussions through what you do in your lectures. 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 [email protected]. If grading, it is good to have an explicit statement in the syllabus about course participation. 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. These can come from notes youve written during the discussion. 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. with critical thinking or socratic questions. Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions. For assistance with discussion pedagogy, please request a Columbia Center for Teaching and Learning (CTL) consultation by emailing [email protected]. Finally, a number of students verbalized that when participation is required, they prepare more, and this preparation actually increases their learning. New York, NY: Routledge. Sometimes this may include having students prepare a reading before class. Or discussion fora for the purists out there. Collaborative Learning Techniques: A Handbook for College Faculty. Comfort with the discussion and a sense of community within the class improves the level of student learning. Create opportunities for students to have pair or small group conversations to get to know one another and connect as a community. https://www.chronicle.com/interactives/20190523-ClassDiscussion, The K. Patricia Cross Academy. : CourseWorks discussion boards offer instructors a number of customizable options including: , and more. It moves students up in Bloom's taxonomy from having some knowledge to being able to synthesize and evaluate it. Classes of all sizes and modalities can benefit from collecting this type of feedback from students. Students raise their hands to address the discussion topic. Every student has a different approach to learn things. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.). Give feedback that acknowledges every students contributions. But just like effective lectures or assignments require planning and preparation, so too does class discussion. When these things happen, bring in a fresh approach, such as a question with a different focus, or breaking into small-group discussions. Despite numerous arguments favoring active learning, especially class discussion, instructors sometimes worry that discussion is an inefficient or ineffective way for students to learn. Guidelines For Classroom Interactions. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice. However, like any class activity, they require planning and preparation. This has the subtle effect of indicating to the student that the reading/viewing of the content isnt separate from the discussion of it. Theyre not crucial for the course to be successful, but they add a bit of variety. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/. Respond to discussion posts within # of hours or days. How will you know the discussion has met the learning objectives of the course or class session? 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. It makes sense to have the content and the learning of that content together in the same space. Discussion helps students engage in groups and in collaborations. 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. Small group or pair discussion can be less intimidating for students regardless of class size and help create a sense of community that impacts learning. From that penultimate learning objective, think of several high level questions or issues to address that should lead to that learning objective. Marjorie Platt is a professor of accounting in the DAmore-McKim School of Business at Northeastern University. How can you invite students into creating the learning space? From fully f2f to blended to fully online, the students can expand their learning outside the classroom through interactive dialogue with their peers and the instructor. It is important to use a variety of styles across the course so that students dont become used to and tired of typical routines. Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies. Cold call vs volunteers: research suggests that cold calling on students increases voluntary participation, comfort with discussion, and learning (Major et al., 2016). Guidelines For Classroom Interactions. The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. 4th Edition. The inner circle has a discussion while the outer circle somehow scores the inner circle (did they use eye contact? Relief Society and Elders Quorum Teaching, Learning, and Applying Messages from General Conference Teaching, Learning, and Applying Messages from General Conference IDEA Paper #49. What if (this one variable) had happened? It is also helpful to have an escape hatch, such as I dont have anything to say right now.. Discussion Groups are intended to stimulate student thinking, and increase participation and engagement. Julie Hertenstein is an associate professor of accounting in the DAmore-McKim School of Business at Northeastern University. Unless otherwise noted, all material at jamesmskidmore.com is licensed under aCreative Commons Attribution-ShareAlike 4.0 International License. If theres one right answer, ask students about their process to get to the right answer. Typically, a student or group of students rotate this responsibility as part of the learning exercises of the course. You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. Social and Emotional Factors: Demonstrate Relevance. Handling Silence: wait it out or call on someone? 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