Classroom Management Techniques How to get a discussion going in class

1. Classroom Management Techniques � How to get a discussion going in class David Peter, Director Center for Teaching and Learning

2. Goals As a result of attending this workshop, participants will Identify question types useful for enhancing student learning [Electronic Resources] Explore moderation techniques for classroom discussions, and Analyze the relationship of discussion to evaluation and assessment

3. Question TypesElectronic Resources IDEA Paper No. 15 � Improving Discussions [LINK] IDEA Paper No. 31 � Answering and Asking Questions [LINK]

4. Structure Discussions promote Preparing for discussions Getting discussions started Discussion starter techniques Discussion question taxonomy Keeping discussions going

5. Discussions promote Active learning when students are reading, writing, discussing [LINK] Meaningful learning when students are integrating new learning into existing learning (Stalheim-Smith, 1998)

6. Active Learning Students learn more when they Read about the subject or other things related to the subject Write about the subject Talk with others about the subject Discuss the subject in class, with others

7. Preparing for discussions Begin with a question in mind End with unanswered questions Silence can be good Introduce alternative/alternate perspectives (Brookfield and Preskill, 2005)

8. Getting discussions started Environment for discussion �Framing� the question � open versus closed Linking questions Directing questions Ground rules and etiquette

9. Discussion starter techniques Common experience Controversy Questions [ELECTRONIC RESOURCE] Factual questions Application and interpretation questions Problem questions Problem or case Sub problems The Socratic discussion (McKeachie and Svinicki, 2006)

10. Discussion question taxonomy Clarity � elaborate further � illustrate � give an example Accuracy � how do we know � is it true � verify or test Precision � more specific � more details � more exact Relevance � relate to the issue � add to the question � help with the issue Depth � what makes this difficult � complexities Breadth � another perspective � point of view � other ways Logic � does this make sense � is it linked to evidence Significance � most important to consider � central idea

11. Keeping discussions going Questioning Listening Responding (Brookfield and Preskill, 2005)

12. Questions Questions that ask for evidence Questions that ask for clarification Open questions Linking or extension questions Hypothetical questions Cause-and-effect questions Summary and synthesis questions (Brookfield and Preskill, 2005)

13. Listening By listening students can become engaged Through listening students gain knowledge and new perspectives (Bonwell and Eison, 1991)

14. Responding Responding without questions Affirmation Responding with silence (Brookfield and Preskill, 2005)

15. References Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom. (ERIC Document Reproduction Service No. ED340272). [LINK] Brookfield, S., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. (2nd Ed.). San Francisco, CA: Jossey-Bass. McKeachie, W., & Svinicki, M. (2006). McKeachie�s teaching tips: Strategies, research, and theory for college and university teachers. (12th Ed.). Boston, MA: Houghton Mifflin. Stalheim-Smith, A. (1998). Focusing on active, meaningful learning. IDEA Paper No. 34. Manhattan, KS: Kansas State University, IDEA Center. (ERIC Document Reproduction Service No. ED418659). [LINK]