3d: Planning Effective Class Discussions
In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in class discussions. The module helps instructors effectively set expectations for participation, explain the role of discussion for positively impacting learning, and develop an effective grading policy. Faculty will also learn how to leverage class discussion so students come to class prepared and having done the assigned reading or homework.
To satisfy the module requirements, faculty must apply at least one technique, such as sequencing questions to progress toward higher order thinking, developing a grading policy for participation, or assigning students a self-grading activity.
This module is one of six modules under ACUE’s unit on Using Active Learning Techniques.
Advising Subject Matter Expert(s)
Module References
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Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.
Cashin, W. E. (2011). Effective classroom discussions (Idea Paper #49). IDEA. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/IDEA_Paper_49.pdf
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Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco, CA: John Wiley & Sons.
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Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/Files/InstructorHabitsToKeepStudentsEngaged_CWSEI.pdf
