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Facilitating Effective Discussions - Coggle Diagram
Facilitating Effective Discussions
"Initiating and sustaining a lively, productive discussion are among the most challenging activities for an instructor" (Davis, 1993).
Preparing for a discussion
PLAN
have a clear goal/objective for the discussion
a plan for how you will prepare the students
a general idea about how you will guide the discussion (e.g., with activities, videos, questions, etc).
STATE THE WAYS FOR THE PEOPLE TO BE ''PRESENT'' OR ''PARTICIPATE''
reevaluate your course participation and attendance policies
for instance, online or physical meet ups
HELP THE STUDENTS TO PREPARE FOR THE DISCUSSION
distribute a list of questions for each discussion
ask students to bring in their own questions
suggest key concepts or themes for them to focus on
ask them to collect evidence that clarifies
ESTABLISH RULES FOR DISCUSSION
students need to understand the value of actively listening to their peers, tolerating opposing viewpoints, and being open-minded.
recognize the importance of staying focused and expressing themselves clearly
ASK STUDENTS TO STATE THEIR NAME BEFORE THEY BEGIN SPEAKING
use their name when responding to their question or point
KEEP BACKGROUND NOISE TO MINIMUM
one person speaking at a time is essential if all students are expected to listen
Starting a discussion
refer to questions distributed
make a list of key points so the students can catch up with the session
use a partner activity
use a brainstorming activity
pose an opening question and give students a few minutes to record an answer
divide students into small groups to discuss a specific question or issue
pose a controversial issue and organize an informal debate
Encouraging student participation
create an inclusive discussion enviroment
allow students to ask questions or share ideas in class anonymously, or without "speaking out" (using cards etc)
give students low-stakes opportunities to think and discuss content
facilitate smaller discussions among students before you ask students to share with the entire class
have students take turns writing down questions and answers on whiteboards or on large flipchart paper, and then post the notes around the classroom for future reference
positively reinforce student contributions
balance students' voices during the discussion
Guiding the discussion
the discussion's topic must be focused
repeat the key points
take notes
prevent the discussion from deteriorating into a heated argument
bring closure to the discussion (conclusion)
Evaluating the discussion
ask students to write a one-minute paper
ask students to respond to specific questions about the discussion.
conduct your own informal evaluation of the discussion
EXAMPLES !!!
to give opinions
''The way I see it is this...''
''Well I'd say...''
''In my point of view, I think that...''
to give others a chance to speak
'' What do you say?''
'' How about you?''
'' I would like to hear your opinion.''
to invite others to contribute
'' I would like to hear it from...''
'' Maybe he/she has a better idea...''
'' I think he/she wants to say something.''
to agree
'' Yes, absolutely.''
'' I completely agree with you on that.''
'' That is a very good point.''
to disagree
'' I don't think so.''
'' I'm not quite sure about that.''
'' I'm not convinced that...''
to set aims
'' How about we discuss regarding the main idea...''
'' To cut a long story short...''
'' It would be more to the point if...''
to set the timetable
'' What is the most convenient time for us?''
'' Is it okay to make time during...''
to sum up
'' The conclusion of this session is...''
'' Last but not least...''
'' To sum up today's discussion is...''