Facilitating Effective Discussions
Preparing for a discussion
Starting a discussion
Encouraging student participation
Guiding the discussion
Evaluating the discussion
Plan how you will conduct the discussion
Remember that in the modern classroom, there are many ways to be "present" and to "participate."
Help students prepare for the discussion
Establish ground rules for participation in a discussion
Clearly communicate how much time you have for questions or discussion, and what you are looking for from this time
Ask students to state their name before they begin speaking.
Keep background noise to a minimum
Be ready and willing to work with sign interpreters or CART interpreters during question and discussion periods
Refer to questions you distributed.
Make a list of key points.
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.
Create an inclusive discussion environment
Allow students to ask questions or share ideas in class anonymously, or without "speaking out"
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.
Facilitate smaller activities before discussion and questions start, so that students have time and space to compose their thoughts.
Use online resources and content management systems to extend class discussions.
Have students take turns writing down questions and answers on whiteboards or on large flipchart paper
Positively reinforce student contributions.
Use a "token system" to encourage discussion
Silence in the classroom is okay
Limit your own involvement
Balance students' voices during the discussion
Keep the discussion focused
Repeat the key point of all comments
Take notes.
Be alert for signs that the discussion is deteriorating
If students are having trouble communicating, avoid making remarks such as: “Slow down,” “Take a breath,” or “Relax.”
Prevent the discussion from deteriorating into a heated argument
Bring closure to the discussion
Remember that not all students are comfortable with extended direct eye contact.
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.
do some careful planning
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, or ask them to collect evidence that clarifies or refutes a particular concept or problem
students need to understand the value of actively listening to their peers
tolerating opposing viewpoints, and being open-minded
Use their name when responding to their question or point.
One person speaking at a time is essential if all students are expected to listen.
Slow down when you are using big words or complicated phrases
spell out key names, and urge students to do the same.
asking one of the study questions you assigned
by asking group members which of the questions they found most challenging.
Identify and list the important points
do a discussion with 3 or 4 questions prepared with a partner
Ask students to contribute ideas related to the discussion topic
write all ideas on the board.
enable students to generate new ideas as well as questions
Be sure to assign explicit questions and guidelines and give the groups a time limit to complete the exercise
Group the students according to the pro or con position they take and ask the groups to formulate 2-3 arguments or examples to support their position.
ask students to write about how their thinking changed as a result of the discussion
use a more formal questionnaire and have students rate these various aspects of the discussion.