LEADING EFFECTIVE CLASSROOM DISCUSSIONS
Shaun Longstreet, Ph.D.1Friday, February 8, 2008
AGENDA
Introductions and overview
Active learning
Socializing your students for class discussion
Encouraging prepared students
Effective question techniques
2Friday, February 8, 2008
INTRODUCTIONS &
ACTIVE LEARNING
What does active learning mean for you?
What do you do to encourage active learning?
3Friday, February 8, 2008
HOW TO DEFINE ACTIVE LEARNING?
Move away from “sage on the stage” to “guide on the side.”
Students engage the material.
Dialogues between:
self and others
self and actions/experiences (or others’ actions/experiences)
4Friday, February 8, 2008
Questions?
5Friday, February 8, 2008
SOCIALIZING DISCUSSION
Let’s talk about what it means to socialize our students into class discussions.
6Friday, February 8, 2008
We need to provide orientation
We must start early (day one)
We need to justify why we do what we do in the classroom
Explain how classroom discussion benefits the students
SOCIALIZING DISCUSSION
7Friday, February 8, 2008
SOCIALIZING DISCUSSION
Having a rubric is important and helpful
provide guidelines for active participation
create roles (e.g. timekeeper, manager, writer)
give tasks and times
8Friday, February 8, 2008
ON-LINE DISCUSSIONS
EEE Noteboard, Chat sessions
Guidelines are just as important
Behavior guides
Outline helpful, not so helpful discussions
Expectations for participation and types of participation (e.g. answer questions, ask questions)
9Friday, February 8, 2008
SOCIALIZING DISCUSSION
Classroom environment
Establish a respectful rapport
Friendly, familiar space
Positive attitude
Class time is important
10Friday, February 8, 2008
ExerciseWhy do we want discussions in our course?
When do we want discussions in our course?
11Friday, February 8, 2008
Questions?
12Friday, February 8, 2008
PREPARED STUDENTS
It is very difficult to have a class discussion if students are not prepared.
13Friday, February 8, 2008
Hold the students accountable
Make discussions count toward the final grade
Explain relevance of discussion to course objectives
Connect preparation with discussion
PREPARED STUDENTS
14Friday, February 8, 2008
Low-stakes checks on preparedness
Minute paper quiz on index cards
On-line surveys and quiz tool
Unclear/clear point checks
Be sure to follow up and follow through
LOW STAKES PREP CHECK
15Friday, February 8, 2008
Questions?
16Friday, February 8, 2008
EFFECTIVE QUESTIONS
Questions comprise a critical component to the creation of an environment conducive to good class discussion.
17Friday, February 8, 2008
NOT SO EFFECTIVE
Yes/No questions
Fact checks, dead-ends
Rhetorical questions
Serial, unrelated questions
Fuzzy subjects
Multiple questions
“Do you understand?”
Overly broad questions
On-the-spot questions
Confrontational questions.
18Friday, February 8, 2008
EFFECTIVE QUESTIONS
Rely on sufficient waiting times.
count to at least 5 before restating the question
If an incorrect response, try to avoid directly saying so:
instead ask why she/he came to that answer
throw the question to the class
posit an issue that might be a problem for that response
19Friday, February 8, 2008
EFFECTIVE QUESTIONS
Good places to start:
Start with a case, an example, or a problem
Try evaluative questions
Try comparative questions
Lead students to weigh options or issues in their readings
20Friday, February 8, 2008
POSITIVE ENGAGEMENT
Treat student responses positively.
Be aware of how you respond to individuals.
Be aware of the public performance issue, work hard to avoid embarrassing students.
Chastising almost always fails.
21Friday, February 8, 2008
READINGS PACKET
Readings on effective questioning and listening. (Nilson, McKeachie, Hanson)
Classroom management and facilitating. (McKeachie & Walvoord)
Sample class guidelines, rubrics. (Walvoord)
22Friday, February 8, 2008
Questions?
23Friday, February 8, 2008
LEADING EFFECTIVE CLASSROOM DISCUSSIONS
Shaun Longstreet, Ph.D.24Friday, February 8, 2008
Top Related