how to deepen course discussions

If you use discussion as a teaching method (and I’m assuming all of you do!), then here are several ways for you to boost discussion: Buzz Groups – these are small 2 or 3 person groups that you can be assigned a question to discuss. You decide if they report back to the larger group.

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How do you maintain discussions?

Maintaining discussions often means dealing as smoothly as possible with the problems that arise. Here are some common problems with suggestions for how to deal with them. A way to approach the dominant participant and pull in non-participants is to redirect the discussion to another person or another topic.

What are the features of effective discussions?

In order to do so, it is important to consider the features of effective discussions, and conditions that promote small group interaction and engagement. Discussion is a powerful mechanism for active learning; a well-facilitated discussion allows the participant to explore new ideas while recognizing and valuing the contributions of others.

How do you conduct effective group discussions?

Ask for clarification if unclear about a participant’s intent or question. Treat participants with respect and consideration. Develop an awareness for barriers for learning (cultural; social; experiential, etc). Provide sufficient time and space for participants to gather their thoughts and contribute to discussions.

What is discussion in teaching?

Discussion is a powerful mechanism for active learning; a well-facilitated discussion allows the participant to explore new ideas while recognizing and valuing the contributions of others. Roles of Discussion Leaders adapted from Handelsman et al. 2006 1.

How do you deepen a discussion?

To deepen the discussion, you usually need to alternately limit and expand the topic. Think about which method you need in which situation. If necessary, ask the other participants to help with the deepening. Aim to find a specified topic for the group to discuss in more depth.

How can I spice up class discussions?

Make it even more dramatic by playing up the concept of speed, fun and excitement. Have your discussion questions prepared in advance so that you can ask them faster. Short-answer questions obviously work best for this technique. Students have 30 seconds (or a more appropriate time for your particular class) to answer.

How can a discussion be improved?

Be an active listener and don't let your attention drift. Stay attentive and focus on what is being said. Identify the main ideas being discussed. Evaluate what is being said.

How do I deepen my students understanding?

5 Monitoring Techniques That Deepen Student Learning1) Entrance and Exit Tickets. As students arrive and/or leave the classroom, require them to demonstrate mastery of key parts of the content. ... 2) Student Reflection. ... 3) Revising Knowledge. ... 4) Accountable Answers. ... 5) Summarizing.

How can I make my classes more engaging?

10 Tips to Make Your Classes More Engaging for StudentsAsk questions and seek your student's opinions. ... Assess the level of knowledge in the room and tailor your teaching accordingly. ... Get students to present work themselves. ... Use multimedia like video or audio clips. ... Encourage group discussion.More items...•

What are discussion strategies?

Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation.

What are the elements of a good discussion?

Discussion ElementsLooks LikeAsking Questions for ClarificationListening Hands emptyPiggybacking Off Others' IdeasListening Paying attentionDisagreeing ConstructivelyNice face Nice looksFocused on Discussion (body posture and eye contact)Eyes on speaker Hands empty Sit up Face speaker Mind is focused4 more rows

How do you engage in class discussions?

Tips for Participating in Class DiscussionsRead the assignment. Class discussions are usually about a particular topic, and there are usually assigned readings. The first step is to read carefully the assigned material.Make notes for discussion. Make notes on points about which you agree or disagree.

What is a helpful strategy for an effective group discussion?

The first and the foremost tip for an individual to perform well in a GD is to learn the art of participation. Don't expect others to force you to speak. Take the initiative, participate in the discussion and share your ideas with others. Never shout in a group discussion and always wait for your turn to speak.

What are the best strategies for surface to deep learning?

When teachers work with students on acquiring surface level learning, they are teaching students to use strategies like highlighting, note taking, mnemonics, underlining, and imagery.

How can we encourage teachers to deepen learning?

5 Ways Teachers Can Encourage Deeper Learning With Personal DevicesAccept Immediate Inquiry. ... Devices to aid in organizing and collaborating with peers. ... Keep 'em engaged with real-time feedback. ... Document learning and thinking through blogging when the good ideas hit you! ... Document and debrief field work with ease.

What are the deeper learning competencies?

Deeper learning requires students to develop positive attitudes and beliefs about themselves in relation to academic work. Academic mindsets are the motivational components that influence studentss engagement in learning. In turn, engagement in deeper learning reinforces positive academic mindsets.

How to make classroom discussions come alive?

To make classroom discussions come alive, students need help knowing how to participate. When students have the chance to express their ideas, teachers have more information about what students do understand, what they are grappling with, and where they might be stumbling or confused.

What are the principles of classroom discussion?

Our work with classroom discussions is guided by four principles: 1. Discussions should achieve a mathematical goal, and different types of goals require planning and leading discussions differently. 2. Students need to know what and how to share so their ideas are heard and are useful to others. 3.

Why do teachers need to orient students to one another and the mathematical ideas?

Teachers need to orient students to one another and the mathematical ideas so that every member of the class is involved in achieving the mathematical goal. 4. Teachers must communicate that all children are sense makers and that their ideas are valued.

How can teachers help students take risks?

Teachers can draw attention to the meaningful contributions that all students make and can encourage students to take risks by “assigning competence,” or identifying and naming students’ specific contributions. The vignettes in our book demonstrate many different ways that teachers advance the mathematical agenda of a discussion by strategically highlighting a student’s insight or contribution, especially when a student might not be feeling confident about his or her standing with the rest of the class.

What is targeted discussion?

At other times you might want to focus the discussion on a particular idea. We call this “targeted discussion.” Through targeted sharing the discussion zooms in on a particular idea. This more focused sharing involves specific goals, like defining and using key terms or concepts correctly, revising an incorrect strategy, or making sense of a particular representation. The students listen to and contribute ideas in order to move toward consensus. In the table above are the targeted discussion structures that we focus on in chapters of Intentional Talk.

Do these vignettes take place in gifted classrooms or in schools in the most affluent neighborhoods?

These vignettes do not take place in gifted classrooms or in schools in the most affluent neighborhoods. We hope the everyday brilliance of the teachers and children shared in our book will help us all strive toward creating classrooms that disrupt longstanding assumptions about who can and cannot excel in mathematics (Delpit 2012).

Do all math discussions have the same aim?

Not all mathematical discussions have the same aim or should be led in the same way. In our book Intentional Talk (Stenhouse, 2014 – see the MiddleWeb review here ), we describe how considering your teaching goals for math talk can help you better design discussions to meet those goals and teach children to participate meaningfully.

How does the daring English teacher tie the discussion back to classroom content?

To tie the discussion back to classroom content, The Daring English Teacher makes sure that the students not only answer the question, but they must also provide examples or evidence. This way, students can build off of one another with multiple examples to answer one question.

Who guides the discussion?

The moderator guides the discussion, and the panelists function as “experts” on the topics for discussion.

How to set up a fishbowl discussion?

To set up a fishbowl discussion, she places two tables facing each other in the center of the classroom and then rearranges all of the other tables in a big circle around the two tables. Essentially, she creates a fishbowl.

How many students are in a panel discussion?

A panel discussion is made up of three roles: a moderator who asks questions (a student or the teacher), panelists (four to five students), and the audience (the rest of the class).

How to help students think out loud?

Furthermore, Staci finds it valuable to provide and practice using different kinds of sentence frames that will help students “think out loud.” When students share their thinking with others, respectfully of course, it can push the entire conversation forward in meaningful ways. Leave these frames up in a digital or in-person setting for students to reference throughout the discussion. Sometimes a little preparation and support can go a long way!

What is an essential question?

Essential Questions are questions that guide units of study and illicit genuine curiosity and further inquiry from students (check out this blog post for a head start or her course to learn more!).

Is silent discussion good for online discussion?

Silent discussion strategies have been gaining momentum in the physical classroom, but they are also convenient for online discussions.

What does the research say?

Chapter 21 describes how instructors can support the teaching of thinking. This chapter can be adapted to help instructors think about how deepen student understanding (p. 305-318).

McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips. United Kingdom: Cengage Learning

Chapter 21 describes how instructors can support the teaching of thinking. This chapter can be adapted to help instructors think about how deepen student understanding (p. 305-318).

How to make a discussion functional?

Make the discussion functional by clarifying the goals of each session to the group.

How to keep discussions on track?

Some facilitators keep discussions on track by listing the questions or issues they want to cover on the board or summarizing the discussion on the board as it proceeds. Stopping and asking a participant to summarize where the discussion is at the point it appears to go off track may also help.

How to handle an argument with a facilitator?

If participants are simply trying to embarrass the facilitator, they may seek to make him or her defensive with such comments as, “How do you really know that…?” or “You’re not really saying that…?” Such questions can be handled by playing boomerang. The facilitator might say, “What I’m saying is…, but now I'd like you to share your perspective.” Turning the question back to the questioner forces him or her to take responsibility for his or her opinion. Other ways to handle these situations include:

How to resolve a problem that depends on certain facts?

Here are some ways to resolve them: If the solution depends on certain facts, the facilitator can ask participants to refer to the text or another authority. If there is an experimentally verified answer, the facilitator can use the opportunity to review the method by which the answer could be determined.

What can facilitators do to encourage participants to make unclear contributions?

The facilitator can encourage participants making unclear contributions to give examples and factual evidence of their points. The facilitator can also restate points for verification or rejection by the participants, or give enthusiastic nonverbal cues and patience.

How to encourage non-participants to participate in a discussion?

A way to approach non-participants is to provide opportunities for smaller group discussions or pair-share discussions. Smaller groups may help put some students at ease. A second strategy is to ask opinion questions occasionally (e.g., “How do you feel about this?”). This may encourage participation by reducing participants’ fear of answering incorrectly. Another strategy is to have participants write out their answers to a question. Having the words written out may make it easier for a shy or fearful person to speak up.

What to be clear up front about?

Be clear up front about expectations and intentions amongst participants and the facilitator.