3d: Planning Effective Discussions
In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in classroom and online 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.
To satisfy the module requirements, faculty must implement one or more techniques, such as sequencing questions to progress toward higher order thinking, developing a grading policy or rubric for participation, or assigning students a self-grading activity.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
Auster, C. J., & MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty members’ behavior on students’ participation. Teaching Sociology, 22, 289–300.
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). San Francisco, CA: Jossey-Bass.
Barton, J., Heilker, P., & Rutkowski, D. (n.d.). Fostering effective classroom discussions. Retrieved from http://www.mhhe.com/socscience/english/tc/pt/discussion/discussion.htm
Baxter, J., & Ter Bush, R. (2010). Discussions. Retrieved from http://resources.depaul.edu/teaching-commons/teaching-guides/instructional-methods/pages/discussions.aspx
Benton, S. L., & Pallett, W. H. (2013, January 29). Class size matters. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2013/01/29/essay-importance-class-size-higher-education
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. (2nd ed.). San Francisco, CA: Jossey-Bass.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom Retrieved from ERIC database. (ED336049)
Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
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
Cerbin, B. (2010, April 23). Collaborative learning techniques workshop handouts. Center for Advancing Teaching & Learning, UW‐La Crosse. Retrieved from http://www.uwlax.edu/catl/studentlearning/presentations/collaborativelearningtechniqueshandout.pdf
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Doyle, T. (2008). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Sterling, VA: Stylus.
Eikenberry, K. (2007). Brainstorming strategies: Seven questions that spur better solutions. Retrieved from http://www.sideroad.com/Meetings/brainstormingstrategies.html
Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.
Ito, C. (2014). Techniques for active learning. Retrieved from https://www.google.com/url?q=https://education.wm.edu/centers/ttac/documents/packets/techniquesforactivelearning.pdf&sa=U&ved=0ahUKEwiNpt2OnLbcAhURMt8KHUQnAUIQFggUMAg&client=internal-uds-cse&cx=005432296390253795809:mays4xopp1s&usg=AOvVaw1gwXupeTLHedK0q_4hXhgD
Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observations on the meanings of student participation. Sociology and Social Research, 60, 421–439.
Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin Press.
Moore, M. G. (2012). Handbook of distance education (3rd ed.). New York, NY: Routledge.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
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.
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.
Orellana, A. (2006). Class size and interaction in online courses. The Quarterly Review of Distance Education, 7, 229–248.
Pohlmann, T., & Thomas, N. M. (2015, March 27). Relearning the art of asking questions. Harvard Business Review. Retrieved from https://hbr.org/2015/03/relearning-the-art-of-asking-questions
Rotenberg, R. L. (2010). The art & craft of college teaching: A guide for new professors & graduate students (2nd ed.). New York, NY: Left Coast Press.
Sidelinger, R. J. (2010). College student involvement: An examination of student characteristics and perceived instructor communication behaviors in the classroom. Communication Studies, 61, 87–103.
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
