Promoting Participation


2.3 Promoting Participation

Why is it important?

Class participation can be defined as a combination of attendance, engagement with the content, and engagement with others in the classroom. Many studies have shown a correlation between classroom engagement and academic performance (Marquez et al., 2023; Rocca, 2010). Rocca (2010) provides a comprehensive review of the literature on the benefits and challenges of in-class participation, including large class sizes. While some instructors might focus on verbal remarks as participation, Hard and RaoShah (2021) suggest that instructors redefine it as collaboration. Their article highlighted areas such as taking risks, active listening, and asking questions, as potential areas for students to collaborate (Hard & RaoShah, 2021).

How can we implement it?

To create an active and collaborative classroom climate, instructors must set clear participation expectations early and from the start. Incorporating icebreaker strategies to build trust can set participation expectations on the first day of class and model the type of classroom climate you want to create in your space. Here are additional icebreaker activities you can incorporate into your course to stimulate a more interactive classroom. Incorporating activities that focus on connecting students’ experiences to the course content and beyond is a great way to decrease anxiety in the classroom. Similarly, using small talk and asking open-ended questions or questions with no right answers throughout the class to spark discussion and openness to share points of view. Using questions with no definite answers will allow students to share their views without the anxiety of being wrong.

References

Hard, B. M., & RaoShah, T. (2021). Developing collaborative thinkers: Rethinking how we define, teach, and assess class participation. Teaching of Psychology, 49(2), 98-111. https://doi.org/10.1177/0098628320986953

Márquez, J., Lazcano, L., & Arroyo-Barrigüete, J. L. (2023). Class participation and feedback as enablers of student academic performance. SAGE Open. https://doi.org/10.1177/21582440231177298

Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185-213. https://www.csus.edu/indiv/s/stonerm/rocca-litrevengagingstudents.pdf

Resources 2.3: Promoting Participation

Checklist for this section:

Set clear participation expectations

Icebreaker strategies to build trust

Icebreaker activities

Connecting students’ experiences to the course content and beyond

Using small talk

Asking open-ended questions or questions with no right answers

 

Set clear participation expectations

Instructors can set clear participation expectations by outlining specific guidelines in the syllabus and discussing them early in the course. They can:

  • Define what constitutes participation (e.g., asking questions, contributing to discussions, group work).
  • Explain the importance of active engagement and its impact on learning.
  • Provide examples of meaningful contributions.
  • Set expectations for respectful interactions and listening.
  • Clarify how participation will be assessed, whether through grading rubrics or feedback.
  • Encourage diverse forms of participation, accommodating different communication styles (e.g., written, verbal, group work).

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Syllabus Statement on Participation:

In this course, you’ll develop essential collaboration skills crucial for both academic and professional success. By actively participating in class discussions, listening, and sharing ideas, you’ll learn to work effectively with others to solve problems and achieve common goals. This collaborative approach will deepen your understanding of course concepts, help you see the world from different viewpoints, and enhance your ability to address issues from a holistic perspective.

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Types of In-Class Participation

Here’s a list to help identify various ways students might be participating in classes:

Forms of EngagementDescription
Verbal ContributionsStudents who frequently ask questions, answer questions or contribute to discussions.
Non-Verbal EngagementStudents who show active listening through eye contact, nodding, and taking notes.
Group InteractionsStudents who actively participate in group work or collaborative projects.
Written ParticipationStudents who engage through written assignments, discussion boards, or reflective journals.
PresentationsStudents who volunteer to present topics or lead class discussions.
Office Hours AttendanceStudents who visit during office hours to seek help or discuss course material.
Peer SupportStudents who help classmates understand concepts or provide peer tutoring.
Class ActivitiesStudents who participate in in-class activities, such as role-plays, simulations, or hands-on exercises.
Feedback ProvisionStudents who give constructive feedback to peers or instructors.
Online EngagementStudents who participate in online forums submit assignments on time and engage in virtual discussions.

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Icebreaker strategies to build trust

Here are some effective strategies and ideas for icebreakers focused on building trust:

  1. Personal Connections:
    • Begin the semester by sharing something personal about yourself related to the class.
      1. “When I was in college, I traveled to [place], and …” (History-Art-Language)
      2. “I grew up on a farm, and I developed a [fascination] for …” (Biology-Agriculture)
      3. “I struggled with [dyslexia] growing up, so…” (General)
    • Encourage students to introduce themselves and share a personal experience that relates to the class or piques their interest in it.
      1. “Can you share a time when you encountered a situation in your daily life that involved …?”
      2. “What are some ways you see [concepts or skill] applied in ... [community or media]?”
      3. “Have you ever used or seen someone use [skill or knowledge] in [hobby/job/activity]? Can you share that experience?”
  2. Group Activities:
    • Divide students into small groups and assign them a task or problem to solve together. The task or problem could be related to the course material or a fun challenge.
      1. The Paper Tower Challenge
        1. Divide the class into small groups of students.
        2. Give each group a stack of paper (about ten sheets) and a roll of tape.
        3. Each group has 5 minutes to build the tallest free-standing tower. They can only use paper and tape.
  3. Icebreaker Questions:
    • Ask thought-provoking questions related to the course content. For example:
      1. “What motivated you to take this course?”
      2. “What do you hope to learn?”
      3. “Share a memorable learning experience you’ve had.”
  4. Interactive Tools:
    • Use digital tools like polling apps or discussion boards to facilitate icebreakers. For instance, ask students to vote on their favorite book or movie related to the course topic.

Note: Adapt your icebreakers based on the class dynamics. Some groups may be more reserved, while others may be eager to participate.

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Icebreaker activities

ActivityDescription
Introduction“Tell us your name, where you’re from, and one interesting fact about yourself.”
Fun Facts“Share a fun fact about yourself that most people don’t know.”
Two Truths and a Lie“State two truths and one lie about yourself. The group will guess which one is the lie.”
Would You Rather?“Would you rather travel to the past or the future? Why?”
Human Bingo“Find someone who has traveled to more than three countries and get their signature.”
Desert Island Scenario“If you were stranded on a desert island, what three items would you want to have with you?”
Speed Networking“Spend two minutes talking to the person next to you about your favorite hobby, then switch.”
Personal Trivia Quiz“Create a quiz with questions about each participant’s hobbies, favorite foods, etc.”
Team Building Activities“Work together to build the tallest tower using only spaghetti and marshmallows.”
Storytelling Icebreakers“Share a memorable story from your childhood.”
Common Ground“Find three things you have in common with the person sitting next to you.”
Pictionary“Draw a picture of your favorite movie without using any words, and have others guess what it is.”
Word Association“Say the first word that comes to mind when you hear ‘summer’.”
Guess Who?“Write down a famous person’s name and stick it on someone’s forehead. They have to guess who they are by asking yes/no questions.”
Questions“If you could have any superpower, what would it be and why?”

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Connecting Students’ Experiences to Content

Here are some effective strategies for college instructors:

  1. Real-World Examples:
    • Bring news articles, studies, research, etc. to connect course concepts to real-life situations or current events.
    • Share and allow students to share anecdotes or case studies that illustrate the relevance of the content.
  2. Personal Reflections:
    • Incorporate assessment and discussion questions that encourage students to reflect on their own experiences related to the topic. For instance:
      1. “How has this concept appeared in your life?”
      2. “Have you encountered similar challenges?”
  3. Guest Speakers or Practitioners:
    • Invite professionals from relevant fields to speak to the class. They can share their experiences and insights and provide a bridge between theory and practice.
  4. Group Discussions:
    • Organize group discussions where students share their perspectives. Think of asking students to answer open-ended questions such as:
      1. What are the benefits and challenges of it?
      2. How feasible is it in different contexts (local, national, global)?
      3. Are there ethical considerations?
      4. What role can individuals, governments, and businesses play?
  5. Field Trips, Site Visits, and Interactive Activities:
    • Whenever possible, take students to relevant locations (e.g., museums, labs, businesses) or immerse them into the field using simulations and other interactive exercises. For instance, simulate a business negotiation or role-play historical events.
  6. Assignments with Personal Context:
    • Design assignments that allow students to explore topics relevant to their interests or experiences. For example, ask them to analyze a problem they have encountered using course principles.

Example 1: Budget Planning Exercise

Purpose: This activity helps students understand the practical application of budgeting and financial planning, making the course content more relevant to their future lives.

Instructions:

  1. Students pair up with a classmate.
  2. Each pair picks a life scenario related to their future goals (e.g., college graduate, young family, business owner).
  3. Using the principles learned in class, each pair creates a detailed monthly budget for their assigned scenario, including income, expenses, savings, and investments.
  4. Pairs present their budgets to the class, explaining their choices and how they applied course concepts to real-life situations.

Example 2: Cultural Comparison

Purpose: This activity encourages students to explore and appreciate cultural diversity, fostering a deeper understanding of how cultural contexts influence individual experiences and perspectives

Instructions:

  1. Students form small groups of 3-4.
  2. Each group selects a culture.
  3. Groups research various aspects of the selected culture (e.g., traditions, social norms, values) and compare them to their own culture.
  4. Each group member shares a personal experience or story that relates to the cultural differences or similarities they found.
  5. Groups create a presentation or poster to share their findings and personal connections with the class.

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Using small talk

Small talk helps create a welcoming and relaxed classroom atmosphere, making students feel more comfortable and willing to participate. By initiating small talk, faculty can break the ice, build rapport, and encourage students to engage more openly in class discussions.

StrategyPrompts
Use simple, non-academic questions to ease into conversations
  • “How was everyone’s weekend? Did you do anything fun?”
  • “Does anyone have any exciting plans for the upcoming holiday?”
  • “What’s your go-to comfort food when you need a pick-me-up?”
  • “Has anyone discovered any new hobbies or interests lately?”
Discuss recent events or popular Topics to spark interest
  • “Did anyone watch [popular TV show or movie]? What did you think about …?
  • “Has anyone been following the recent news about [current event]? What are your thoughts on …?”
  • “There’s been a lot of talk about [popular trend or topic] lately. What do you all think about it?”
  • “Did anyone catch the game last night? What were your favorite moments?”
Make observations about the classroom or weather to initiate dialogue
  • “I noticed the leaves are starting to change color. Who else loves this time of year?”
  • “The classroom feels a bit chilly today, doesn’t it? Is everyone comfortable?”
  • “I heard there’s a big storm coming later. Is everyone prepared for the weather?”
  • “The campus looks beautiful with all the flowers blooming. Has anyone taken a walk around recently?”
Inquire about students’ hobbies or interests to find common ground
  • “What kind of music do you like?”
  • “Who likes to read for fun? Any good book recommendations?”
  • “Is anyone involved in sports or fitness activities? What do you like to do to stay active?”
  • “What are some of your favorite ways to relax or unwind after a busy week?”
Light-hearted self-directed jokes or comments can make the atmosphere more relaxed
  • “Anyone else need a second cup of coffee this morning?”
  • “Is it just me, or does anyone else feel like they need a GPS to navigate through today’s lecture?”
  • “Am I the only one who thinks coffee should be an official course prerequisite?”

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Asking open-ended questions or questions with no right answers

To increase participation in your class, consider asking open-ended questions or questions with no correct answer, such as:

  • Let’s imagine that [scenario], how do you think [concept] (verb) …
  • How do you feel [concept] relates to …
  • What other roles can [concept] play in …
  • How could you apply [concept] to …
  • What do you think would happen if…

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