Participation & Discussion
Students ask all different kinds of questions. Some are on the money—good, honest queries about content that they don’t understand or want to know more about. Other student questions are more difficult to handle. It’s ...
I don't know a single teacher who doesn't try to use questions to encourage student interaction. The problem is that most of us don't spend a whole of time thinking about the kinds of questions ...
A lot of good research has been done on participation in college classrooms. Here are some key findings and references that provide excellent background and reasons why working to get more students participating is so ...
Increase your wait time. Talk about how you think discussion is better when many students participate. Get students to discuss what makes participation a valuable learning experience for them. Don’t let some students participate too ...
Good teaching often relies on productive classroom discussion. However, many of us have experienced dynamics in which our discussions take a perilous turn and a palpable tension settles over the class. The precipitating comment may ...
It's another of those phrases frequently used and almost universally endorsed but not much talked about in terms of implementation. What does facilitating discussion mean? How should a teacher do it? Two faculty researchers, Finn ...
The life of a faculty member is filled with noisy busyness—planning class sessions, grading, meeting with students, advising, committee work, research, scholarship, and publications. We are consumed by the swirl of activities and the need ...
In his Letters to a Young Poet, Rainer Maria Rilke urged the younger correspondent to learn to love questions, even those that were unanswered. This admonition has stuck with me for several decades, especially in ...
Most teachers would answer yes. It's one of the reasons they want students to participate. Whether they're paying attention because the teacher may call on them, or whether the questions and answers being exchanged have ...
I once heard class discussions described as “transient instructional events." They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; ...
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