Dr. Stephen Brookfield, an expert in facilitating learning in higher ed, discusses creating engaging and effective discussions. He highlights the use of fear as a motivator and the integration of Google Voice and Hangouts in teaching. The importance of researching student response to teaching methods is also emphasized.
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Quick takeaways
Discussion in the classroom involves actively exploring a topic, exchanging viewpoints, and deepening understanding, which requires intentional creation of conducive conditions and structured protocols.
Modeling effective discussion and providing opportunities for reflective thinking and problem-solving empower students to actively participate without fear of judgment or performance anxiety.
Deep dives
Creating Conditions for Effective Discussion
Discussion in the classroom is not just about talking, but rather, a majority of learners actively exploring a topic of mutual concern. It involves exchanging viewpoints, deepening understanding and raising new questions. To foster effective discussion, teachers need to intentionally create the conditions and structure protocols that govern interactions. This includes ensuring everyone has the opportunity to speak, following discussion rules, and making space for silence and reflection. Teachers should also model what effective discussion looks like and build students' confidence and competence in participating. By providing a fertile environment, teachers can engage both introverted and extroverted learners, encouraging deeper learning and uncovering complex ideas.
Overcoming Barriers to Effective Discussion
Many educators struggle with creating an environment conducive to effective discussion. One barrier is the perception that teaching is a performance, where the focus is on being charismatic and dispensing wisdom. This view tends to privilege talking over listening and overlooks the importance of creating conditions for meaningful exchanges and deep learning. Teachers must challenge this perception and recognize that teaching is about helping students learn. To overcome barriers, teachers can use strategies like grading rubrics for participation, structuring protocols, and engineering opportunities for students to engage in reflective thinking and collaborative problem-solving. The goal is to empower students to actively participate without fear of judgment or performance anxiety.
The Role of Modeling in Effective Discussion
Modeling effective discussion is a critical aspect of creating a discussion-oriented classroom. Teachers should demonstrate their commitment to discussion by engaging in thoughtful exchanges themselves. However, solo teachers face challenges in modeling discussion without a co-instructor. To address this, teachers can use alternative techniques, such as using avatars or addressing themselves as another persona to simulate a discussion. By showcasing active listening, asking questions, and respecting diverse viewpoints, teachers encourage students to adopt similar discussion skills and behaviors. Modeling also involves explaining the rationale behind discussion techniques, consistently reinforcing the importance of silent thinking time, active listening, and meaningful contributions.
Facilitating Effective Discussion through Research and Assessment
To facilitate effective discussion, teachers should continuously engage in research and assessment of students' learning experiences. Regularly seeking feedback from students can provide valuable insights into their perceptions of the discussion environment, their level of engagement, and their understanding of the topics. Teachers can use tools like classroom assessment questionnaires or critical incident questionnaires to gather ongoing feedback and adjust their instructional approaches accordingly. By actively researching and understanding how students respond to different teaching methods, teachers can make informed decisions and create a dynamic and adaptive discussion-based learning environment.
The reading has been assigned. You have prepared the questions, in advance. As you ask them, you are met by blank stares. This week on Teaching in Higher Ed: How to get students to participate in discussion with Dr. Stephen Brookfield.
Podcast notes
My guest this week is Dr. Stephen Brookfield. His career has spanned decades, with a focus on helping those of us in higher ed more effective at facilitating learning.
Playing music… brings a completely different part of your being into existence. I love that I have this very visceral and emotional side, right front and center in my life, which is a nice contrast to the cognitive element of thinking about teaching.
It isn’t people talking. You can actually have silent techniques, like when you use the chalk talk technique.
When a majority of learners are involved in exploring some topic that is of mutual concern to them. In exploring that topic, they’re trying to gauge its multiple shades… by taking into account other people’s views on it…
Teaching with discussion
Creating the conditions under which that kind of “to and fro”ing can take place.
50 Great Ways to Get People Talking (coming in 2015)
Actualizing democracy
Critical incident questionnaire (been using it for 22 years now: out of thousands of responses – “We really appreciate when you tell us why we’re doing what we’re doing.”)
“Try to find some way of researching how your students are experiencing your teaching.” (Stephen)
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