Classroom Discussions
3.2 Classroom Discussions
Why is it important?
Classroom discussions can take many shapes, but they all involve an interactive exchange of ideas and opinions among students and between students and the instructor. These activities aim to deepen understanding by sharing and analyzing different perspectives and experiences. It is widely known that group and cooperative work can enhance student success (Roseth et al., 2008; Kyndt et al., 2013; Johnson et al., 1981). Premo et al. (2018) reported that implementing interdependent cooperative learning strategies supported by classroom management strategies and instructional alignment increased collaborative engagement among students and prosocial behavior, fostering a more collaborative and inclusive classroom climate.
How can we implement it?
Managing class discussions effectively begins by establishing ground rules. Ensure students know how you want them to engage in the discussion and what they will gain from actively participating in the activity. Be active in the discussions and invite quieter students to share their thoughts to ensure no single voice dominates the conversation. Use open-ended questions to stimulate critical thinking and focus the discussion. Be prepared to gently steer the conversation back on track if it veers off course. Additionally, provide context and background information to ensure all students have a common understanding of the subject.
References
Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47–62. https://doi.org/10.1037/0033-2909.89.1.47
Kyndt E., Raes E., Lismont B., Timmers F., Cascallar E., Dochy F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002
Premo, J., Cavagnetto, A., Davis, W. B., & Brickman, P. (2018). Promoting collaborative classrooms: The impacts of interdependent cooperative learning on undergraduate interactions and achievement. CBE—Life Sciences Education, 17(2), ar32. https://doi.org/10.1187/cbe.17-08-0176
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. https://doi.org/10.1037/0033-2909.134.2.223
Resources 3.2: Classroom Discussions
Checklist for this section:
- Establishing ground rules
- Active in the discussions
- Open-ended questions
- Gently steer the conversation
- Provide context and background information
Establishing Ground Rules for Discussions
Example
| Category | Details |
|---|---|
| Objective | This activity aims to explore and understand the concepts of race and ethnicity in ancient civilizations. By the end of the discussion, you should be able to identify and discuss various perspectives on race and ethnicity and how they mold the experiences and views of different groups in ancient civilizations. |
| Readings |
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| Group Discussion Guidelines |
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| Notes to self |
|
General Guidelines
- Set Clear Objectives: Clearly state the purpose of the discussion and what you hope students will gain from the conversation.
- Provide a Common Basis for Understanding: Provide students with relevant background information or readings before the discussion.
- Establish Ground Rules: Emphasize the importance of respecting all viewpoints, focus on criticizing ideas, not individuals, and ensure everyone has the opportunity to speak.
- Facilitate Actively: Keep the conversation focused, on track, and ask open-ended questions that promote critical thinking.
- Include Everyone: Encourage students to share and respect diverse perspectives and highlight the value of hearing different viewpoints.
- Summarize and Reflect: Summarize the main points and any conclusions reached and encourage students to reflect on what they learned and how their perspectives may have changed.
Be Active in the Discussions
Active participation by faculty encourages student involvement, clarifies complex concepts, and guides discussions toward deeper understanding. It also allows instructors to address misconceptions, provide real-time feedback, and create an inclusive space where all students feel heard and supported in sharing their ideas.
| Strategy | Example |
|---|---|
| Active Listening Show genuine interest in students’ contributions by listening attentively and responding thoughtfully. | “That’s an interesting perspective, Alex. Can you elaborate on how you arrived at that conclusion?” |
| Personalizing Interactions Use students’ names and refer to their previous contributions | “Maria, you mentioned last week that you were curious about renewable energy. How do you think today’s topic on solar power fits into that?” |
| Providing Constructive Feedback Offer specific and positive feedback to encourage participation | “Great point, John! I appreciate how you connected the theory to a real-world example. Can anyone else think of another application?” |
| Sharing Personal Experiences Relate the discussion to your own experiences or current research | “When I was working on a project about climate change, I encountered similar challenges. Here’s how we approached it…” |
| Encouraging Peer Interaction Facilitate peer-to-peer discussions and acknowledge their value | “Let’s hear from a few more people. Sarah, what do you think about what James just said?” |
| Using Humor Appropriately Lighten the mood with appropriate humor to make the classroom environment more relaxed and engaging. | “I guess we can all agree that physics can be a bit of a ‘force’ to reckon with!” |
| Being Approachable and Available Make yourself available for questions and discussions outside of class. | “Feel free to drop by my office hours if you want to discuss this topic further or need help with your assignments.” |
Open-Ended Questions for Critical Thinking
To write open-ended questions that spark discussions and encourage critical thinking, focus on questions that cannot be answered with a simple “yes” or “no.” Instead, frame questions that require explanation, analysis, or evaluation. Use prompts like:
“How,” “Why,” and “What if”
to encourage deeper exploration of the topic. For example:
| Instead of asking: | You might ask: |
|---|---|
| “Do you agree with this policy?” | “How might this policy impact different groups in society?” |
| “What are the potential benefits and drawbacks of this policy?” | |
| “What is Newton’s First Law of Motion?” | “Can you imagine a real-life situation where an object remains at rest or in uniform motion unless acted upon by an external force?” |
| “How does [example] illustrate Newton’s First Law of Motion?” |
Gently Steer the Conversation
You can gently steer the conversation back on track by acknowledging the current discussion and va
lidating the students’ contributions. Then, use a transitional phrase to redirect focus, such as:
- “These are great points, but let’s bring it back to our main topic …”
- “I appreciate your insights; now let’s connect this back to our original question...”
Similarly, posing a targeted question related to the main topic can help refocus the discussion. For example, you can ask:
- “How can we use the evidence presented in this class to support this claim?”
- “How can we connect with information to [today's learning goals] …?”
This approach maintains a respectful and inclusive atmosphere while ensuring the conversation remains productive and relevant.
Provide Context and Background Information for Discussions
Providing context and background information sources allows you to frame the goals and focus of the discussions. These sources include:
- Academic journals
- Reputable news outlets
- Books by experts in the field
- Educational websites
To find these sources, you can use academic databases like JSTOR or Google Scholar, visit the Illinois library, or consult trusted online resources such as government websites and established educational organizations.