Teaching Excellence Learning Modules

Things to Know About Discussion Techniques 

1. Class discussion often results in an increased curiosity about the subject area, more positive perceptions about the value of the subject, higher rating of the course, increased time spent reading materials related to the subject, and higher attendance.
    

2. There are also some drawbacks to class discussion. Often times, several participants dominate the discussion.  These are usually the more active as opposed to passive learners.  Sometimes the discussion flows well, but often times it seems as though it interrupts class flow.  Also, many times participants seem bored during discussions.
    

3. There are several methods that are discussed in order to encourage class discussion, while avoiding the downfalls that we find accompanying it.  The first method is to create questions that are high level, divergent, structured, and straightforward.  A high level question is one that requires more than just rote memory to formulate an answer.  A divergent question is one that has several opportunities for correct answers.  A structured question is one that directs the student to specific approaches or to specific areas of the subject matter as a means to arriving at an answer.  Finally, a straightforward question is one that allows the learner to focus on one issue at a time and increases the likelihood that learners will understand what is being asked.
    

4. Another difficulty in forming discussions is figuring out how long to wait after asking the question but before continuing on with another question or prompting the class with hints.  Research has shown that many instructors only wait about three seconds before answering the question themselves, which is not enough time for students to even process what has been asked.  Other instructors suggest waiting 10-15 seconds, and then asking if the class has had enough time to think, or whether they need more.
    

5. Small group discussion is another way to facilitate a larger group discussion.  Many students are shy or embarrassed to speak.  Creating an environment for small group discussions lets those quieter students test out their ideas on a smaller group before presenting them to the entire class.  It has been shown that those students who do not often speak are more likely to speak in large discussions if they have had the opportunity to voice their thoughts in a smaller group first.
    

6. Allowing for individual reflection time also helps to facilitate both small and large group discussions.  Giving students time to get their thoughts together makes them more comfortable, and often leads to more insightful answers and better discussions.
    

7. Instructors must also remain conscious about how they respond to learner comments.  Often the way in which the discussion is led deters students from responding for fear of the way they will be treated if they do not get the answer correct.
    

8. Finally, and probably most importantly, creating a supportive climate for discussion facilitates the best ones.  If the students perceive or anticipate threat they will become defensive and will not be jumping at the chance to participate in class discussions.  But, if the students feel that their ideas are respected, both by the professor and their peers, they will be more willing to contribute openly to class discussions and small group discussions.

Resources for Building Discussion Activities:

Ten Techniques for Energizing Your Classroom Discussion:
http://web.grcc.edu/CTL/faculty20resources/ten_techniques_for_energizing.htm

Discussion Teaching in Large Class Settings:
http://www.swlearning.com/marketing/gitm/gitm4e08-17.html