Chapter 7:
How Teachers Can Facilitate
Student Discussions by Not Talking
How Teachers Can Facilitate
Student Discussions by Not Talking
Discussion as a Learning Tool
When students have the opportunity to share with each other how the content they are learning applies to their own lives, they learn it more deeply and they are more satisfied with the learning experience (Brookfield & Preskill, 2005). In contrast to traditional lecture by a teacher, discussions among students result in greater student participation and improved retention of the content (Doyle, 2011). However, sometimes conversations between the teacher and small groups of students can be confused for a discussion. The difference is that a conversation is an exchange of opinions and facts, while a discussion provokes reflective thinking and creative problem solving (Doyle, 2011). Discussion also builds important interactional skills that are desired in the workplace (Doyle, 2011).
When students have the opportunity to share with each other how the content they are learning applies to their own lives, they learn it more deeply and they are more satisfied with the learning experience (Brookfield & Preskill, 2005). In contrast to traditional lecture by a teacher, discussions among students result in greater student participation and improved retention of the content (Doyle, 2011). However, sometimes conversations between the teacher and small groups of students can be confused for a discussion. The difference is that a conversation is an exchange of opinions and facts, while a discussion provokes reflective thinking and creative problem solving (Doyle, 2011). Discussion also builds important interactional skills that are desired in the workplace (Doyle, 2011).
Removing Barriers to Discussion
One of the barriers to an effective discussion is lack of participation of some of the group members. Sometimes students will try to "hide in the crowd" and avoid contributing to the discussion (Latane & Harkins, 1998). Other times, students lack motivation to participate because they feel their individuality isn't appreciated by the group (Charbonnier et al, 1998).
Another barrier to discussion is the student perception that discussion isn't a valid teaching strategy and that the lack of lecture means that they aren't learning (Doyle, 2011). Without a clear explanation of how discussion improves learning, they may find the discussion uncomfortable or unproductive (Doyle, 2011). Therefore, it's important to provide instructions on how to fully participate in a discussion group.
The most important barrier to discussion is the teacher who can't stop talking. Even though the teacher may understand the importance of discussion, he or she may feel the need to "charge to the rescue" and provide the answer when students aren't responding -- a behavior that students have learned to elicit by waiting (Doyle, 2011). It's very important for teachers to learn how to handle silence and give students a chance to take up the task without teacher intervention.
One of the barriers to an effective discussion is lack of participation of some of the group members. Sometimes students will try to "hide in the crowd" and avoid contributing to the discussion (Latane & Harkins, 1998). Other times, students lack motivation to participate because they feel their individuality isn't appreciated by the group (Charbonnier et al, 1998).
Another barrier to discussion is the student perception that discussion isn't a valid teaching strategy and that the lack of lecture means that they aren't learning (Doyle, 2011). Without a clear explanation of how discussion improves learning, they may find the discussion uncomfortable or unproductive (Doyle, 2011). Therefore, it's important to provide instructions on how to fully participate in a discussion group.
The most important barrier to discussion is the teacher who can't stop talking. Even though the teacher may understand the importance of discussion, he or she may feel the need to "charge to the rescue" and provide the answer when students aren't responding -- a behavior that students have learned to elicit by waiting (Doyle, 2011). It's very important for teachers to learn how to handle silence and give students a chance to take up the task without teacher intervention.
Designing Effective Discussions
When students are able to give input into the discussion design and guidelines, the resulting discussion tends to be a more effective learning tool (Doyle, 2011).
Ground rules that the students can develop include a description of roles and responsibilities within the group, a process for resolving challenges and disagreements, and grading criteria for participation. After reviewing the students' design, the teacher can add necessary ideas or veto detrimental ideas before the design is finalized.
Three additional design factors include the size of the discussion groups, the content to be discussed, and the learning outcomes intended to be produced by the discussion (Doyle, 2011). Smaller groups tend to increase participation and help students form networking relationships (Doyle, 2011). Discussion questions are best if they are open-ended and require further inquiry (Brookfield & Preskill, 2005). Learning outcomes need to be structured within the students' ability levels and background knowledge (Doyle, 2011).
When students are able to give input into the discussion design and guidelines, the resulting discussion tends to be a more effective learning tool (Doyle, 2011).
Ground rules that the students can develop include a description of roles and responsibilities within the group, a process for resolving challenges and disagreements, and grading criteria for participation. After reviewing the students' design, the teacher can add necessary ideas or veto detrimental ideas before the design is finalized.
Three additional design factors include the size of the discussion groups, the content to be discussed, and the learning outcomes intended to be produced by the discussion (Doyle, 2011). Smaller groups tend to increase participation and help students form networking relationships (Doyle, 2011). Discussion questions are best if they are open-ended and require further inquiry (Brookfield & Preskill, 2005). Learning outcomes need to be structured within the students' ability levels and background knowledge (Doyle, 2011).
SUGGESTIONS FOR IMPLEMENTATION
How to Grade Discussions
Effective grading of discussions is more than assigning participation points. Effective grading of discussion involves formal testing of whether or not learning outcomes were met (Doyle, 2011). Formal testing methods usually involve evaluation of a work product of the discussion group, like a wiki, paper, or presentation (Doyle, 2011). The development of each individual's small-group discussion skills can be evaluated by self and peer reviews (Doyle, 2011).
Effective grading of discussions is more than assigning participation points. Effective grading of discussion involves formal testing of whether or not learning outcomes were met (Doyle, 2011). Formal testing methods usually involve evaluation of a work product of the discussion group, like a wiki, paper, or presentation (Doyle, 2011). The development of each individual's small-group discussion skills can be evaluated by self and peer reviews (Doyle, 2011).
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
I've had experience with facilitating both in-class and on-line (asynchronous) discussion boards. I must say that I prefer in-class discussions. I love to eavesdrop on the students' discussions and follow their conversations. I find I learn as much from the discussions as they do. In contrast, asynchronous discussion boards lack insight or connections. The students tend to echo each other without meaningful back-and-forth.
RESOURCES
Brookfield, S.D. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Charbonnier, E., Huguet, P., Brauer, M. ,& Monte, J. (1998). Social loafing and self-beliefs: People’s collective effort depends on the extent to which they distinguished themselves as better than others. Social Behavior and Personality, 26(4), 329–340. doi:10.2224/sbp.1998.26.4.329.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Latane, B., & Harkins, S.G. (1998). Population and political participation: A social impact analysis of voter responsibility. Group Dynamics, 2(3),192–207.
Charbonnier, E., Huguet, P., Brauer, M. ,& Monte, J. (1998). Social loafing and self-beliefs: People’s collective effort depends on the extent to which they distinguished themselves as better than others. Social Behavior and Personality, 26(4), 329–340. doi:10.2224/sbp.1998.26.4.329.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Latane, B., & Harkins, S.G. (1998). Population and political participation: A social impact analysis of voter responsibility. Group Dynamics, 2(3),192–207.