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Designing Effective Class Discussions

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  • Transcript

    • 1. Designing Effective Class Discussion The Academy Cluster 3 Communicating for Learning
    • 2.  
    • 3. 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.

    • 4. Workshop Outline
      • Intro
      • Lecture
      • Breakout - Individual work
      • Breakout - Peer review & discussion
      • Wrap-up
    • 5. What is Discussion?
      • Conversation
      • Dialogue
      • Discussion
    • 6. Critical Discourse - Dispositions
      • Hospitality
      • Participation
      • Mindfulness
      • Humility
      • Mutuality
    • 7.
      • Deliberation
      • Appreciation
      • Hope
      • Autonomy
    • 8. 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
    • 9.
      • Develops a new appreciation for continuing differences
      • Increases intellectual agility
      • Helps students become connected to a topic
      • Shows respect for student voices and experiences
    • 10.
      • 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
    • 11.
      • Increases breadth and make students more empathetic
      • Helps students develop skills of synthesis and integration
      • Leads to transformation
    • 12. Discussion - Limitations
      • Instructor’s unrealistic expectations
      • Student unpreparedness
      • Lack of ground rules
      • Poorly integrated reward system
      • Failure to model participation
    • 13. 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
    • 14. 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
    • 15. 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
    • 16. 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?
    • 17. 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?
    • 18. Generating Ground Rules
      • See attachment
    • 19. Critical Prereading
      • Epistemological questions
      • Experiential questions
      • Communicative questions
      • Political questions
    • 20. Critical Prereading
      • See attachment
    • 21. 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
    • 22. 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
    • 23. 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
    • 24. Debrief (cont)
      • Start and respond to contentious opening statements
      • Generate truth statements
      • Find illustrative quotes
      • Use quotes to affirm and challenge
    • 25. Discussion in the Round
      • Two techniques to ensure good discussion
      • Circle of voices - ensures equal opportunity to talk
      • Circular response discussions - promotes attentive listening
    • 26. Keep Discussion Going
      • Questioning
      • Listening
      • Responding
    • 27. 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
    • 28. Listening
      • Paired listening
      • Hearing the subject
      • Designated listener
    • 29. Responding
      • Responding without questions
      • Affirmation
      • Responding with silence
    • 30. Creative Grouping
      • Relaxed and structured buzz groups
      • Self-selection or teacher-selection
      • Keep assignments short
        • Text analysis
        • Questions
    • 31. Assuming different roles
      • Critical debate
      • Types of conversational roles
      • Critical conversation protocol
      • Stand where you stand
    • 32. Conversational roles
      • Problem, dilemma, or theme poser
      • Reflective analyst
      • Scrounger
      • Devil’s advocate
      • Detective
      • Theme spotter
      • Umpire
    • 33. Critical conversation protocol
      • Storyteller
      • Detectives
      • Umpire
    • 34. Reporting back
      • Newsprint dialogue
      • Rotating small group stations
      • Snowballing
      • Cocktail party
      • Jigsaw
    • 35. Thank you
      • Please complete the evaluation of this workshop. Your feedback is important.

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