Tag: discussion

Best Practices, Pedagogy

Energize In-Class Discussions

Jessica Smith

Last week, I was commiserating with an instructor about her struggle to engage students in discussion during class.  “Sometimes it’s like talking to a brick wall,” she lamented.  Facilitating lively conversations that require students to apply, synthesize, and evaluate their knowledge is one of the most challenging aspects of teaching.  Even the most brilliant lecturer can be stymied by an unresponsive class.  So these are my top tips for improving class discussions:

Plan your discussion prompts in advance.  Thought-provoking questions are challenging to come up with on the fly.  So when planning your lectures and in-class activities, craft prompts as well.  Without prior contemplation, we may resort to asking “any thoughts about that?” and be discouraged by the blank stares we receive.

Use hooks to launch the discussion.  Rather than starting a discussion with a single question, consider building up to that prompt with a hook to pique your students’ interest and start their thinking process.  For example, present a short case study, tell a story, recite a witty quote, show a video clip, or share a current event.  These serve as points of departure that contextualize your questions and give students the opportunity to apply their knowledge.

Ask better questions.  Often because we haven’t given them much thought in advance, our discussion prompts fall flat.  Our questions are too vague, too long-winded, or limited to yes-no answers.  Instead, make sure your questions are succinct, clear, and open-ended.  This may seem obvious, but I often ramble a bit when asking questions forcing students to inquire, “so what’s the question again?”  Some ideas for discussion prompts: 

  • Ask for students’ input: What should ___ have done? What would you do in this case?  Have you had a similar experience in your life?
  • Ask “how” and “why” questions: How might this argument be made more persuasive? Why do you think the author made this argument?  How does ___ compare to ____?
  • Ask evaluative questions: How compelling is the author’s argument?  What are the implications of ____?
  • Ask prediction questions: What will occur next?  What might happen if. . .?
  • Ask justification questions: What evidence led you to conclude that…? What is the reason…?

Give your students a chance to think.  Many of us are uncomfortable with silence, so when students don’t immediately respond to our questions, we continue talking.  It’s easy to forget that students are disciplinary novices who need greater time to ponder than we do.  So when asking a question, pause for a good 30 seconds before probing further.  Don’t surrender and answer the question for your students.  Force yourself to endure the silence.   

Think-pair-share.  Many faculty turn their noses up at strategies implemented in K-12 classrooms, but that’s where a majority of innovative pedagogy comes from.  Think-pair-share is a simple but brilliant way to encourage conversation. First, after presenting your hook and prompt, let students jot down their ideas on scrap pieces of paper.  Then, ask them to turn to their neighbors and share their ideas.  Finally, bring the entire class together and have the pairs report what they discussed.  This gives students the chance to think and talk through their ideas before being put “on the spot” in front of the entire group.

Use positive reinforcement.  When students contribute to class discussion in ways that demonstrate higher-order thinking, acknowledge it.  Saying, “that’s a great question” or “good point” is an effective start, but be more specific with your feedback.  For example, “Sam makes an excellent point. I appreciate how you supported your claim with evidence from the reading.”  This demonstrates to students what a “good” response sounds like, providing a model they can all use.

Ask follow-up questions. When students respond with brief or incomplete answers, don’t miss the opportunity to ask a follow-up question such as, “Could you tell me more?” or “Why do you say that?” or “How did you come to that conclusion?”  You can also pull in other students to contribute: “Let’s help Jamie out, why might we reach the conclusion that. . .?”

End discussions purposefully.  Before moving on to the next lecture topic or question, summarize what was discussed or ask a student to do so.  This helps students to synthesize new information and integrate it with existing knowledge.  You could also consider ending your class with some type of “exit ticket” such as a minute paper or Poll Everywhere poll (which is a free tool for CofC students and faculty).  Exit tickets are a quick and easy method to help students solidify their understanding as well as communicate to the instructor what they still have questions about.

Do you have other suggestions for facilitating engaging class discussions?  Please share!

For help improving discussions in your online course, check out this post written by my colleague, Mendi: https://blogs.charleston.edu/tlt/2015/10/28/tips-for-more-effective-online-discussions/

Best Practices, discussion, TLT

Tips For More Effective Online Discussions

Mendi Benigni

There are many ways in which faculty can extend the classroom conversation online; OAKS Discussion board, VoiceThread, and blogs to name a few.  However, there is an art to getting students to actually think critically and discuss thoughtfully in an online environment.   The document below outlines a few tips to help you get more out of your students in an online discussion.

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DEAR TLT
Dear TLT, TLT

Dear TLT: Why can’t my students post to my discussion board?

Mendi Benigni

Dear TLT,

I have created a discussion board in OAKS but none of my students can post to it?  What’s going on?

Sincerely,

Professor A. Van Helsing
Vampiric Studies

Dear Professor Van Helsing,

This is a common problem, especially for those who are new to the OAKS Discussion tool.  More than likely you have created a discussion FORUM but not a discussion TOPIC within that Forum.  Just like in the Content tool where you have to have at least one Module before you can add content, you have to have at least one Forum before you can add discussion topics.  A FORUM is just an organizational folder that holds the actual discussions.  The TOPIC is where the actual discussion takes place.  To fix this issue, just navigate to the Discussions area in your OAKS course and choose New > Topic.  Select the Forum in which the topic will reside and then place your instructions or discussion prompt in the Description area.

Once you’ve done this you will notice that the Topic is clickable whereas the Forum is not.  Your students can now post to your discussion.  Remember, you can add multiple Topics to one Forum so don’t think you have to create a new Forum every time.

If this does not resolve your problem then contact your TLT Instructional Technologist for assistance.

Sincerely,

TLT

classroom discussion image
Pedagogy, TLT

Tips for improving classroom discussions

Kaitlin

It’s a common scenario: an instructor asks a question in front of a classroom packed with students and…crickets.

I think we’ve all had one of those classes, either as a student or an instructor. I literally heard crickets during a discussion I was leading last fall, and I am not using literally by its new figurative definition. Crickets had actually escaped from a nearby lab, and they found a convenient hiding space under the teacher station in my room! It made for a more dramatic silence.

There are other issues that may come up while trying to facilitate a discussion in class. The response to a question from the instructor may not be silence, but comments from the same few students dominating the discussion. Perhaps the discussion only progresses to the point of covering a topic superficially.

How can these problems be avoided during your next class discussion? While there are no simple cure-all solutions, there are strategies that can help you. Hopefully there is a tip here that you will find useful as you plan your next discussion with students:

  1. Be prepared

It seems obvious that instructors should prepare discussion questions in advance, right? It’s not just about having a few questions jotted down before class. It’s important to think about what you’re asking and what responses you’re expecting from students. Make sure you include multiple types of questions. Some questions should be basic and just ask for factual responses, but you should also be prepared with questions asking for interpretation, evaluation, or reasoning. Be careful to limit the number of yes/no-type questions, as that can disrupt the flow of the conversation.

  1. Encourage student preparation

Ask students to prepare a handful of their own questions before arriving in class. If you are discussing a reading assignment, ask students to write a short summary. Regardless of the type of discussion, give students adequate time to recall the material and collect their thoughts before starting the dialogue. This is something that is easy to overlook, and we should remember that many students may be rushing to class straight from work or an intense exam. Furthermore, students will be more likely to prepare if you emphasize the importance of participation by including expectations in your syllabus.

  1. Create a supportive environment in the classroom

One way to get things rolling at the start of the the semester is to start with an icebreaker. You may even provide students with the question prior to class so that they don’t feel put on the spot. During the first few discussions, putting the students into pairs or groups to answer questions and report back may ease the transition for student not accustomed to talking in class. If students are still hesitant to participate and the conversation stalls, be prepared to try out some anonymous response platforms, like Poll Everywhere, to get students comfortable. During the class conversation, provide positive reinforcement by affirming student input (verbally and nonverbally), and carefully correcting erroneous contributions. You can also help set the tone by using student names and rearranging the seating in the room (if possible). Students will feel heard if you repeat or summarize what they have said, which has the bonus of clarifying the comment and helping other students hear what was said.

  1. Be sure the material is suitable to discussion

Typically, textbooks are not good sources for in class discussion. Make sure the topic or reading involves ample viewpoints so that students have plenty of ideas to bring up during the dialogue.

  1. Consider cold calling

Cold calling, or calling on students in class when they have not volunteered, works well for some instructors. If you have fostered a supportive environment or are teaching advanced students, cold calling may work for your class. Warn your students that this may happen during discussions so that they come to class prepared. While this practice is somewhat controversial (just type “cold calling classroom” into Google and you will see a variety of articles and opinions), some research supports this practice.

three people talking about iPads and Airsketch
1-1-1, Collaboration, Faculty Technology Institute, iPad, Mobile, Presentation, TLT

Guest Post: Using the iPad and AirSketch for In-class Activities and to Facilitate Discussions

Mendi Benigni

Our guest blogger is Faye Hicks-Townes, a faculty member in Teacher Education.

I was a participant in the Summer 2013 Summer FIT.  Initially I was overwhelmed with the sheer number of available apps. Although I must admit I was impressed with AirSketch when I first saw it.  I wasn’t certain how I would use it in class, but I was attracted to the freedom it provided.  I could present, discuss, and highlight material without being tethered to the computer. I have used AirSketch in two types of assignments, a primary source analysis paper and in-class assignments requiring visual representations.

I am teaching a class that requires the use of primary documents for a writing assignment. Students are required to read and interpret primary source materials to respond to questions on the history of education in Charleston and the Lowcountry.  To help introduce my students to this type of material and I wanted to work with them as a group to facilitate discussion.  AirSketch fit this role perfectly.  The primary documents the students are using are located at the Avery Center and available on line in digital format.  I was able to download some of the material to use in class.  The material includes diaries, interviews, and minutes.  Many are handwritten. After downloaded examples, I was able to take pictures of the documents to share with students by using AirSketch.  To use AirSketch, I just had to open the app and type in the displayed URL into the computer in the classroom.  It was very easy and quick.  I then chose the document that I wanted to use.  Once I had the document up on the screen, I could walk through it with my students.  It was also easy to select a writing tool to highlight or circle specific information for discussion.  As the students asked questions or responded, I was able to give them my tablet so that they could also highlight or circle information.  The students did not have to get up from their seats and go to the front of the class.  They could respond, ask questions, or discuss while highlighting or even writing on the material on the screen.  I liked being able to focus on sections of documents by highlighting and circling.  The students and I had clarity throughout the discussion and were able to easily address areas of concern.

Using the iPad’s camera and mini scan was easier than making copies for students and it was very useful in facilitating discussion.  The students were more involved and I found it easier to interact with them.

I plan to continue to use the app for classroom presentations.  It is very easy to use and that’s definitely a plus for me.

This spring I have also begun to use AirSketch for classroom activities.  When we discuss philosophies, theories, and perspectives, I often ask students to create a visual representation of their views or their interpretation of others’ views.  For instance, I may ask them to create a visual of behaviorism or progressivism. In the past I have used ELMO to display these visuals.  It was a hit or miss.  Sometimes it worked well, other times, not so well. Now I have begun to use AirSketch.  I can take a picture of the student’s visual and display it.  The student can, from his/her seat, discuss the visual, and even make changes as the discussion continues.  The students do not have to present from a finished product.  They can create as they explain their thoughts.  I have found that some students are more comfortable sharing when they do not have to stand before the class.

I am pleased with AirSketch because it is easy to use and an effective tool for discussion and presentation.  I’m certain I will continue to find uses for it in my classes.  The only drawbacks I have experienced now are not being able to zoom in on sections of the pictures.  At least I haven’t found out how to.  I would also like to be able to use the keyboard instead of the pen.  Overall, AirSketch has been a useful addition to my class.

CellyNewLogoTransparent2
1-1-1, Collaboration, Faculty Showcase, Faculty Technology Institute, Innovative Instruction, instructional technology, Mobile, Productivity

Faculty Guest Post: Paul Collins Talks about Students Helping Students with Celly

Amy Ostrom

Our guest poster this week is Paul Collins, Assistant Professor in the Department of Theatre and Dance.  Paul attended the Spring 2013 FTI.

As part of the Scenery and Lighting Design and Production concentration in the Theatre major, students are required to take a course in which they learn Computer Aided Drafting and Design. The software on which the students learn is brand new to nearly all of them, and very complicated. We spend time in class going over the necessary skills and tools, but the students are then expected to complete exercises in the computer lab as homework. Because of the complexity of the software and the lack of experience that the students have with it, struggles are very real and frequent, and I spend a lot of time with individual students working through the process.

While I work closely with each of the students, I have also noticed in previous semesters that the students do a great job helping each other. Sometimes while I am working with an individual in class, another student has a question about something, but by the time I get to this student, a neighbor has helped to solve the problem. I encourage the students to work on their homework in the lab together so that they can take advantage of what I call ‘the collective wisdom of the class’.

During the Faculty Technology Institute (in Spring 2013), I was introduced to a tool that has allowed me to expand this ‘collective wisdom’ beyond the walls of the classroom. Celly (simply http://cel.ly/ in your web browser) is a kind of online discussion board, similar to other discussion boards that you may be familiar with (including the tool available in OAKS). However, the advantage that Celly has over traditional discussion boards is the ability for the user to receive and send messages in a number of different ways: via email, mobile app, online web portal or text. The text feature is what makes this tool truly powerful- by connecting the discussion to a cell phone, posts to the board are more immediately available both to the students and to me. A question can be put up on the Celly, and be responded to almost immediately by whoever gets to it first. Here is an example of one of the conversations (note… read the conversation from bottom to top)

 

 

In this situation, a student asked for clarification about a handout. Within a minute, another student joined the conversation to try to help, as well as giving advice on how to create the shape in question. I also was available to help at this time, and checked the handout so that I could answer the question. Within 8 minutes, I had the problem figured out, and posted a clarification to OAKS to clear things up for the whole class. This is only one example of what is a relatively easy question, but would likely have caused this student to either be unable to continue, or at the very least have to go back and make significant revisions. If the message had gone to a discussion board or email, the response time would not have been nearly as quick as the text message allowed.

There are a few things that I’d like to mention, though: First, this is a small class. With a larger group of active users, receiving the messages via text could quickly become overwhelming (especially if you do not have an unlimited texting plan). There is an online web portal which updates immediately, and you can receive the messages via email or mobile device, but this also brings you back to the response time issue that traditional discussion boards have. Each individual user (student and faculty alike) has the ability to set notification preferences to whatever combination of methods desired.

Celly also allows me to contact the class via text message without sending from my personal phone (and thus sharing my cell number with the whole class). I will send out a ‘how is the homework going?’ reminder message around Friday or so, as the homework is due on Monday. However, if this ‘reminder’ feature is the primary reason for using a service such as this, Remind101 is probably a more appropriate tool (as this service allows ‘outgoing’ text messages from teacher to student, but not vice versa).

Celly also has a ‘private messaging’ feature that allows users within the ‘cell’ to send messages to individuals rather than the group.

When this tool was initially introduced to me during the FTI, I did not think that it would be one that I would wind up using, but I’m glad that I gave it a shot this semester. I think that it is a powerful tool for those students who have chosen to participate, and I will continue to use it in the future.

And the best part: I get to be a robot.