Difference between revisions of "Lead a Discussion"
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| − | {{fa}}Classroom discussion is a time-honored way to learn. It is also an evidence-based way to help students retain information,<ref>Garside, Colleen. "Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills." (1996): 212-227.</ref> pay attention,<ref>Roehling, Patricia Vincent, et al. "Engaging the millennial generation in class discussions." College Teaching 59.1 (2010): 1-6.</ref> and gain real insight. However, if you’re a discussion leader, you may be nervous. Preparing for, opening, and continuing a great discussion is a skill you can learn. These steps advise you on every aspect of leading a good discussion, from keeping everyone engaged, to managing strong personalities, to wrapping up the discussion. So if you find yourself needing to lead a class in college or high school, or if you are simply interested in alternative ways of learning, practice these skills and make them your own. Soon you will be on your way to leading engaging and thought-provoking discussions where everyone learns -- including yourself! | + | {{fa}}Classroom discussion is a time-honored way to learn. It is also an evidence-based way to help students retain information,<ref name="rf1">Garside, Colleen. "Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills." (1996): 212-227.</ref> pay attention,<ref name="rf2">Roehling, Patricia Vincent, et al. "Engaging the millennial generation in class discussions." College Teaching 59.1 (2010): 1-6.</ref> and gain real insight. However, if you’re a discussion leader, you may be nervous. Preparing for, opening, and continuing a great discussion is a skill you can learn. These steps advise you on every aspect of leading a good discussion, from keeping everyone engaged, to managing strong personalities, to wrapping up the discussion. So if you find yourself needing to lead a class in college or high school, or if you are simply interested in alternative ways of learning, practice these skills and make them your own. Soon you will be on your way to leading engaging and thought-provoking discussions where everyone learns -- including yourself! |
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#*Also, it can be helpful to give participants the questions you'll discuss in class, on paper, or on the board. Some students learn better and think more effectively if they have the questions out in front of them. This can also be an excellent reminder of the main question for the day. | #*Also, it can be helpful to give participants the questions you'll discuss in class, on paper, or on the board. Some students learn better and think more effectively if they have the questions out in front of them. This can also be an excellent reminder of the main question for the day. | ||
#*In a 2 hour discussion, 2-5 good questions should suffice. It is also good to have 2 or 3 smaller sub-questions for each main question. However, you should prepare for at least 1.5 times as much material as you think you’ll cover, just in case students are particularly reticent that day or in case one line of inquiry wasn’t as fruitful as you thought it was. | #*In a 2 hour discussion, 2-5 good questions should suffice. It is also good to have 2 or 3 smaller sub-questions for each main question. However, you should prepare for at least 1.5 times as much material as you think you’ll cover, just in case students are particularly reticent that day or in case one line of inquiry wasn’t as fruitful as you thought it was. | ||
| − | #Provide clear guidelines for participation. Everyone knows how to have a conversation; but a thoughtful discussion is more intentional and more focused than just a chat. If you want to start the conversation off on the right foot, then let the students know exactly what your expectations are. Should students raise their hand before speaking? Or should they speak freely without raising their hands? Should they use "Mr." and "Ms." when addressing their fellow students? These details clarify expectations and hence increase student confidence. You might also coach students on how to avoid personal biases in their responses, or any terms to use or avoid, and what to do if the discussion gets heated.<ref>https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions/how-lead-discussion</ref> | + | #Provide clear guidelines for participation. Everyone knows how to have a conversation; but a thoughtful discussion is more intentional and more focused than just a chat. If you want to start the conversation off on the right foot, then let the students know exactly what your expectations are. Should students raise their hand before speaking? Or should they speak freely without raising their hands? Should they use "Mr." and "Ms." when addressing their fellow students? These details clarify expectations and hence increase student confidence. You might also coach students on how to avoid personal biases in their responses, or any terms to use or avoid, and what to do if the discussion gets heated.<ref name="rf3">https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions/how-lead-discussion</ref> |
#*If you have a handout with “Dos” and “Don’ts” listed on it, this can help students stay on track, too. | #*If you have a handout with “Dos” and “Don’ts” listed on it, this can help students stay on track, too. | ||
| − | #Provide a shared frame of reference, such as a book, video, or other media. It’s important for you and the students to have something you can all talk about before you begin the discussion. This can be almost anything: the assigned reading for that day’s class, a news story or poem, a work of art, or even a natural object like a sunset. The important thing is that you and the students share a common object of study so the discussion can be concrete instead of wallowing in abstractions.<ref> http://leadership.uoregon.edu/resources/exercises_tips/skills/leading_effective_discussions</ref> | + | #Provide a shared frame of reference, such as a book, video, or other media. It’s important for you and the students to have something you can all talk about before you begin the discussion. This can be almost anything: the assigned reading for that day’s class, a news story or poem, a work of art, or even a natural object like a sunset. The important thing is that you and the students share a common object of study so the discussion can be concrete instead of wallowing in abstractions.<ref name="rf4"> http://leadership.uoregon.edu/resources/exercises_tips/skills/leading_effective_discussions</ref> |
#*Make the expectations for being prepared clear. If you don’t have incentive for students to do the homework or consequences for students who are unprepared, then they’ll be less likely to come to class with fresh, exciting ideas. | #*Make the expectations for being prepared clear. If you don’t have incentive for students to do the homework or consequences for students who are unprepared, then they’ll be less likely to come to class with fresh, exciting ideas. | ||
| − | #Maintain enthusiasm for the topic. One way to make sure that the discussion goes well is to show your enthusiasm for the subject right from the beginning. If you have engaged body language, are alert and energetic, and show how the topic is important to your life and the lives of the students, they’ll be much more likely to be engaged. If they think that you’re tired, apathetic, or just trying to get the discussion over with, then they’ll be less likely to care.<ref>http://leadership.uoregon.edu/resources/exercises_tips/skills/leading_effective_discussions</ref> | + | #Maintain enthusiasm for the topic. One way to make sure that the discussion goes well is to show your enthusiasm for the subject right from the beginning. If you have engaged body language, are alert and energetic, and show how the topic is important to your life and the lives of the students, they’ll be much more likely to be engaged. If they think that you’re tired, apathetic, or just trying to get the discussion over with, then they’ll be less likely to care.<ref name="rf5">http://leadership.uoregon.edu/resources/exercises_tips/skills/leading_effective_discussions</ref> |
#*Even if a topic isn’t inherently fascinating, don’t try to cushion the blow by saying, “I know this isn’t that exciting, guys…” Instead, ''show'' that the topic is worth caring about; your students will follow. | #*Even if a topic isn’t inherently fascinating, don’t try to cushion the blow by saying, “I know this isn’t that exciting, guys…” Instead, ''show'' that the topic is worth caring about; your students will follow. | ||
#*Sometimes, showing that something has real-world applications can help your students care about it. If you’re studying a historical event, for example, then starting off the class with a news article about an event with similar themes or values behind it — such as current protests against discrimination in relation to race riots of the 1960s — can help students stay engaged. | #*Sometimes, showing that something has real-world applications can help your students care about it. If you’re studying a historical event, for example, then starting off the class with a news article about an event with similar themes or values behind it — such as current protests against discrimination in relation to race riots of the 1960s — can help students stay engaged. | ||
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#*Even if it feels like you’re oversimplifying things a bit, it’s better to have everyone on the same page before the discussion really kicks off than to lose a few students. Some students may be too shy to admit they’re confused about some of the more simple terms, and it’s important to explain them before you can move forward. | #*Even if it feels like you’re oversimplifying things a bit, it’s better to have everyone on the same page before the discussion really kicks off than to lose a few students. Some students may be too shy to admit they’re confused about some of the more simple terms, and it’s important to explain them before you can move forward. | ||
#Present yourself well. In order to lead a meaningful discussion, you should strike a balance between confidence about what you know and a willingness to learn more. A discussion is an adventure -- you may not know exactly where it will go, but you can lead the way. If you are willing to be vulnerable in showing that you don't know everything, students will be more likely to be vulnerable too. | #Present yourself well. In order to lead a meaningful discussion, you should strike a balance between confidence about what you know and a willingness to learn more. A discussion is an adventure -- you may not know exactly where it will go, but you can lead the way. If you are willing to be vulnerable in showing that you don't know everything, students will be more likely to be vulnerable too. | ||
| − | #*Present yourself as a professional in dress and body language: stand tall, make eye contact, and smile. <ref>https://apps.carleton.edu/curricular/history/resources/study/leaddiscussion/</ref> | + | #*Present yourself as a professional in dress and body language: stand tall, make eye contact, and smile. <ref name="rf6">https://apps.carleton.edu/curricular/history/resources/study/leaddiscussion/</ref> |
#*Be genuinely excited about your students’ ideas to help generate enthusiasm for the topic. Point out great comments and ask the student to repeat it. They may not even realize that they made a great comment! | #*Be genuinely excited about your students’ ideas to help generate enthusiasm for the topic. Point out great comments and ask the student to repeat it. They may not even realize that they made a great comment! | ||
=== Maintaining a Meaningful Conversation === | === Maintaining a Meaningful Conversation === | ||
| − | #Maintain an atmosphere of safety and respect. One of your most important jobs is creating an atmosphere of respect, even respectful disagreement. If you want to encourage your students to participate, then you have to give them a safe environment for doing so. You have to make it clear that all of the students deserve respect and that no one will be made to feel unworthy because of their ideas or opinions. You should treat students positively and reward them for contributing.<ref | + | #Maintain an atmosphere of safety and respect. One of your most important jobs is creating an atmosphere of respect, even respectful disagreement. If you want to encourage your students to participate, then you have to give them a safe environment for doing so. You have to make it clear that all of the students deserve respect and that no one will be made to feel unworthy because of their ideas or opinions. You should treat students positively and reward them for contributing.<ref name="rf3" /> |
#*And never make them feel stupid, and don't let other students do so. If a student is being rude to another student, address the problem head-on instead of letting the conversation go on; if you say nothing, you’ll make it look like it’s acceptable for students to be rude to each other. | #*And never make them feel stupid, and don't let other students do so. If a student is being rude to another student, address the problem head-on instead of letting the conversation go on; if you say nothing, you’ll make it look like it’s acceptable for students to be rude to each other. | ||
#*Encourage students for speaking instead of tearing them down. Make them feel excited to join the discussion, instead of self-conscious. | #*Encourage students for speaking instead of tearing them down. Make them feel excited to join the discussion, instead of self-conscious. | ||
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#Write ideas down. One technique to help maintain a productive class discussion is to write down the ideas of your students throughout the discussion. This can remind students of what you’re talking about and can give them something to point back to. You can even write their ideas down in a slightly more articulate way to help frame the discussion. If you do this, though, make sure you write down most of the ideas that are said so some students don’t feel discouraged if you don’t write down their ideas. | #Write ideas down. One technique to help maintain a productive class discussion is to write down the ideas of your students throughout the discussion. This can remind students of what you’re talking about and can give them something to point back to. You can even write their ideas down in a slightly more articulate way to help frame the discussion. If you do this, though, make sure you write down most of the ideas that are said so some students don’t feel discouraged if you don’t write down their ideas. | ||
#*You can even consider having one student as a designated “note taker” who stands at the board and writes down the ideas as they come. | #*You can even consider having one student as a designated “note taker” who stands at the board and writes down the ideas as they come. | ||
| − | #Remember that it’s about the topic, not you. When you lead a class discussion, you may be feeling self-conscious and thinking that if it’s not going well, that it’s because the students don’t like you or respect you. This negative thinking will only discourage you instead of focusing on the topic at hand. If your students aren’t responding well or aren’t as engaged as they could be, then remind yourself that this is because the topic could be presented in a new light, not because there’s something wrong with you.<ref | + | #Remember that it’s about the topic, not you. When you lead a class discussion, you may be feeling self-conscious and thinking that if it’s not going well, that it’s because the students don’t like you or respect you. This negative thinking will only discourage you instead of focusing on the topic at hand. If your students aren’t responding well or aren’t as engaged as they could be, then remind yourself that this is because the topic could be presented in a new light, not because there’s something wrong with you.<ref name="rf5" /> |
#*Once you stop focusing on there being something wrong with you, you’ll have more freedom to turn to the discussion topic and to make the conversation as dynamic as possible. | #*Once you stop focusing on there being something wrong with you, you’ll have more freedom to turn to the discussion topic and to make the conversation as dynamic as possible. | ||
#Manage your time well. One important aspect of leading a discussion is making sure that you hit most of the important points you wanted to hit. If students get too stuck on one point that isn’t central to the discussion, then you can move the conversation along to the more important aspects of the day’s material. That said, if you find that students are having a fascinating conversation about something you didn’t intend to hit and that they are really learning from each other, then you can continue to use this time to explore a new line of thinking. | #Manage your time well. One important aspect of leading a discussion is making sure that you hit most of the important points you wanted to hit. If students get too stuck on one point that isn’t central to the discussion, then you can move the conversation along to the more important aspects of the day’s material. That said, if you find that students are having a fascinating conversation about something you didn’t intend to hit and that they are really learning from each other, then you can continue to use this time to explore a new line of thinking. | ||
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#*Leaving your students wanting more can also give you a logical place to pick up during the next class. They’ll come to class feeling ready and excited to continue the conversation, and they may have even gained some insight into the topic in the meantime. | #*Leaving your students wanting more can also give you a logical place to pick up during the next class. They’ll come to class feeling ready and excited to continue the conversation, and they may have even gained some insight into the topic in the meantime. | ||
#*Consider conducting a brief “check out”. Let students talk about where the discussion leaves them or where they will go next. They can do this at the end of class, or even in a written survey they take during the last few minutes of class. | #*Consider conducting a brief “check out”. Let students talk about where the discussion leaves them or where they will go next. They can do this at the end of class, or even in a written survey they take during the last few minutes of class. | ||
| − | #Notice who did or did not participate to improve next time. After the discussion is over, ask yourself who did the most talking, who did the least talking, and who contributed the most meaningfully to the conversation. Keep in mind that talking the most doesn’t actually mean contributing the most, either. The next time you lead a discussion, you can work on encouraging the more quiet students a bit more, and making sure that everyone has a chance to speak and that the students don’t feel dominated by a few more confident speakers.<ref | + | #Notice who did or did not participate to improve next time. After the discussion is over, ask yourself who did the most talking, who did the least talking, and who contributed the most meaningfully to the conversation. Keep in mind that talking the most doesn’t actually mean contributing the most, either. The next time you lead a discussion, you can work on encouraging the more quiet students a bit more, and making sure that everyone has a chance to speak and that the students don’t feel dominated by a few more confident speakers.<ref name="rf3" /> |
#*Remind yourself that no discussion is perfect. As you improve at leading class discussions, you’ll improve at making sure that all students participate in the conversation. | #*Remind yourself that no discussion is perfect. As you improve at leading class discussions, you’ll improve at making sure that all students participate in the conversation. | ||
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*Give more statements. Try to make a new discussion when another one has already finished. | *Give more statements. Try to make a new discussion when another one has already finished. | ||
*Socrates was the master discussion leader. Read Plato's ''Euthyphro'' or ''Alcibiades'' and learn from those who have gone before you. | *Socrates was the master discussion leader. Read Plato's ''Euthyphro'' or ''Alcibiades'' and learn from those who have gone before you. | ||
| − | *Many thinkers have used dialogue as a medium for philosophy, theology, and drama. Study the discussions of Augustine, Berkeley, Hume, and Peter Kreeft.<ref>http://www.amazon.com/exec/obidos/ASIN/0898709253/theofficiapet-20</ref> | + | *Many thinkers have used dialogue as a medium for philosophy, theology, and drama. Study the discussions of Augustine, Berkeley, Hume, and Peter Kreeft.<ref name="rf7">http://www.amazon.com/exec/obidos/ASIN/0898709253/theofficiapet-20</ref> |
== Warnings == | == Warnings == | ||
