Reading Notes #3

I very much enjoyed both readings on classroom discussion. Lange opens with the reasons why classroom discussion is so important followed by similar suggestions found in Davis on how to spark discussion. I feel engaging students to participate is one of the toughest areas, especially for new teachers. Looking back at my college classes it seems that most of my undergraduate classes were taught in lecture style whereas my graduate classes were much more centered on discussion. Is this an indication that some teachers believe that undergraduates are incapable of meaningful class discussion or is it a matter of class size?

Davis makes some great points in setting the context of the class early and teaching students how to participate in class. She also mentions to refer to study questions, homework, or readings to link assignments and new knowledge to class discussion. Her suggestions of assigning students to lead discussions have been often used in my graduate classes. I have noticed that it helps encourage others to participate as they know they will soon be in the same situation as their classroom peers in leading class. Davis also gave great suggestions on how to use positive reinforcement to recognize a student’s contributions. Positive comments, acknowledging contribution using students’ names, and praising positive answers were all suggestions in this reading that seem to encourage further participation by students. She also gave some excellent discussion suggestions for quiet students, dominating students, and incorrect answers. I particularly found the section on grading class participation helpful as I am struggling to figure out how I will give participation points in the class I took over teaching this semester.

Davis’ section on questions discussed the types of questions and explained how to categorize them according to Bloom’s classic hierarchy of cognitive skills (p.120). I found the section on effective question the most helpful (p.121). She discussed asking one simple question rather than something with multiple parts or complex. Avoiding yes or no questions I thought was also a great point as it does not spark further discussion. Additionally, both Davis and Lange mentioned waiting 10-15 seconds after asking a question ensuring eventually someone will answer. I will make sure to wait longer when I begin asking questions as I otherwise would probably only wait a few before answering the question myself. In my few brief classes where I have covered for my advisor, my fears were definitely realized the same as Lange describes in his opening paragraph. I feel with practice and using these suggestions my class I am teaching this semester will soon be sparked with lively class discussion. One thing this reading didn’t cover, however, is what to do when you have students that are all very comfortable with each other so much that they never quit discussing during class?