Thursday, July 28, 2011

Jessica's Reading Notes #2

Throughout the classes I have taken, I have usually enjoyed planned discussions. Lang and Davis both stress the importance of planning a discussion session just as you would plan for a lecture. There is a difference in planning, but it is important there is some planning. I can remember one class where we had discussions every single day. The teacher was unorganized and by the end of the semester we never actually “discussed” anything of relevance. We learned fast that we did not need to read the books prior to class, nor did we need to actually discuss the questions the professor gave us. She never gave us time to actually discuss the answers; she gave them to us almost immediately.

This was a great example of what not to do in discussions. The professor did not plan ahead of time (Davis, 97), wait for students to form answers (Lang, 90) or change up the lessons as previous discussed in class (aka not lecturing every day). We knew what to expect and therefore, knew exactly how much we needed to prepare (or not prepare) for that class. I think I learned more of what to do from that class then from all of the positive discussion lessons I have had. The readings also gave some helpful tips and advice on how to facilitate and lead discussions.

Lang says the two the two best things you can do to prepare is form “a deep knowledge of the material under consideration, and a [have] backup plan” (Lang, 89). I think giving students a low-stakes assignment to start thinking would be very beneficial in engaging all of your students. Having them do small writing assignments prior to the discussion helps students formulate their thoughts ahead of time and they will be more likely to participate in the discussions. I also thinking using pairs or small groups to discuss the questions will help shy students gain the confidence to speak up in larger groups. I also found it helpful to start discussions early in the semester before students learn to expect lectures every day. When is a proper time to start discussions? How much general knowledge is needed before you can start discussions? Should discussions be integrated into the general “theory” learning as well?

As for students who either monopolize the conversation or are slow to join the discussion, what techniques have others found beneficial to deal with this issues? How often do these issues arise? How have others who have used discussion graded the participants? Lang mentions the sticky notes or poker chips for every comment made. What are effective ways to grade participation without these methods? What do others think of the students grading themselves and setting the standard that way? Any tips and advice would be greatly appreciated.

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