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Designing Effective Class Discussions
 

Designing Effective Class Discussions

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Designing Effective Class Discussions Designing Effective Class Discussions Presentation Transcript

  • Designing Effective Class Discussion The Academy Cluster 3 Communicating for Learning
  •  
  • Workshop Objectives
    • Participants will be able to distinguish between discussion, conversation, and dialogue.

    • Participants will be able to cite the elements of critical discussion.

    • Participants will be able to identify the benefits of discussion in the classroom.

    • Participants will be able to identify techniques to begin discussion and to maintain the momentum of the discussion.

  • Workshop Outline
    • Intro
    • Lecture
    • Breakout - Individual work
    • Breakout - Peer review & discussion
    • Wrap-up
  • What is Discussion?
    • Conversation
    • Dialogue
    • Discussion
  • Critical Discourse - Dispositions
    • Hospitality
    • Participation
    • Mindfulness
    • Humility
    • Mutuality
    • Deliberation
    • Appreciation
    • Hope
    • Autonomy
  • Why Discussion? Benefits
    • Helps students explore diversity of perspectives
    • Increases student awareness of and tolerance for ambiguity or complexity
    • Helps students recognize and investigate their assumptions
    • Encourages attentive, respectful listening
    • Develops a new appreciation for continuing differences
    • Increases intellectual agility
    • Helps students become connected to a topic
    • Shows respect for student voices and experiences
    • Helps students learn processes and habits of democratic process
    • Affirms students as cocreators of knowledge
    • Develops the capacity for clear communication of ideas
    • Develops habits of collaborative learning
    • Increases breadth and make students more empathetic
    • Helps students develop skills of synthesis and integration
    • Leads to transformation
  • Discussion - Limitations
    • Instructor’s unrealistic expectations
    • Student unpreparedness
    • Lack of ground rules
    • Poorly integrated reward system
    • Failure to model participation
  • Preparing for Discussion
    • Ensure early, equal access to materials
    • Use lectures to model democratic talk
    • Use critical incident questionnaires (CIQ)
    • Generate ground rules for discussion
    • Have students do structured, critical prereading
    • Clarify expectations and purposes
  • Lecture as a model
    • Begin each lecture with question(s)
    • End each lecture with questions raised or unanswered by lecture
    • Deliberately introduce periods of silence
  • Lecture as a model (cont)
    • Deliberately introduce alternative perspectives
    • Introduce periods of assumption hunting
    • Introduce “buzz groups” into lectures
    • Demonstrate own participation in and commitment to discussion
    • Evolve “ground rules” for conducting discussions
  • Critical Incident Questionnaire CIQ
    • At what moment in class this week were you most engaged as a learner?
    • At what moment in class this week were you most distanced as a learner?
    • What action that anyone in the class took this week did you find most affirming or helpful?
  • CIQ (cont)
    • What action that anyone in the class took this week did you find most puzzling or confusing?
    • What surprised most about the class this week?
  • Generating Ground Rules
    • See attachment
  • Critical Prereading
    • Epistemological questions
    • Experiential questions
    • Communicative questions
    • Political questions
  • Critical Prereading
    • See attachment
  • Get Discussion Going
    • Mistakes to avoid
    • Don’t lecture
    • Don’t be vague
    • Don’t play favorites
    • Don’t fear silence
    • Don’t misinterpret silence
  • Get going (cont)
    • Declare classroom speech policy early
    • Debrief preparatory work
    • Recall a memorable experience
    • Tell tales from the trenches
    • Discussion in the round
    • Hatful of quotes
  • Debrief preparatory work
    • Frame discussion around student questions
    • Ask students to choose a concrete image
    • Debrief previous week’s CIQs
    • Start a sentence completion exercise
  • Debrief (cont)
    • Start and respond to contentious opening statements
    • Generate truth statements
    • Find illustrative quotes
    • Use quotes to affirm and challenge
  • Discussion in the Round
    • Two techniques to ensure good discussion
    • Circle of voices - ensures equal opportunity to talk
    • Circular response discussions - promotes attentive listening
  • Keep Discussion Going
    • Questioning
    • Listening
    • Responding
  • Types of Questions
    • 1. Questions that ask for more evidence
    • 2. Questions that ask for clarification
    • 3. Open questions
    • 4. Linking or extension questions
    • 5. Hypothetical questions
    • 6. Cause and effect questions
    • 7. Summary and synthesis questions
  • Listening
    • Paired listening
    • Hearing the subject
    • Designated listener
  • Responding
    • Responding without questions
    • Affirmation
    • Responding with silence
  • Creative Grouping
    • Relaxed and structured buzz groups
    • Self-selection or teacher-selection
    • Keep assignments short
      • Text analysis
      • Questions
  • Assuming different roles
    • Critical debate
    • Types of conversational roles
    • Critical conversation protocol
    • Stand where you stand
  • Conversational roles
    • Problem, dilemma, or theme poser
    • Reflective analyst
    • Scrounger
    • Devil’s advocate
    • Detective
    • Theme spotter
    • Umpire
  • Critical conversation protocol
    • Storyteller
    • Detectives
    • Umpire
  • Reporting back
    • Newsprint dialogue
    • Rotating small group stations
    • Snowballing
    • Cocktail party
    • Jigsaw
  • Thank you
    • Please complete the evaluation of this workshop. Your feedback is important.