A way of teaching

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Discussions can play a valuable role in lecture courses, seminars, quiz sections, labs, studios and a variety of other settings.  A well-planned discussion can encourage and stimulate student learning and add variety to your class.  While “good” discussions can be a powerful tool for encouraging student learning, successful discussions rarely happen spontaneously. Preparing ahead of time will help you define a clear focus by establishing goals and student expectations for the discussion.

Establish goals for the discussion:

  • Determine goals based on an assessment of what material students already understand and the areas that they need to explore.
  • Decide what  you want students to learn from the discussion. Do you want them to apply newly learned concepts, mull over novel subject matter, learn to analyze arguments critically, or hear each other’s points of view? These goals are not mutually exclusive but they require different types of leadership on your part and different responses on the part of your students (see below for detailed strategies).

Communicate clear expectations to students:

  • Tell students what you expect the discussions to accomplish.
  • Hand out study questions before your discussion, so students can think about concepts or respond in writing.

Clarify and summarize key points during the discussion:

  • Many instructors write out notes to assist them in keeping the discussion on track and they are willing to moderate and intervene. Others prefer to leave enough time for their supplementary comments at the end of the discussion. In either case, a brief summary that highlights the main points of the discussion is a good idea. 

Deciding on the key questions you want to address ahead of time can help ensure that your discussion stays on track and the learning goals you set for your students are met. One three-step approach to developing questions is:
  • Ask recall and comprehension questions to make sure that the students have grasped the basic data.
  • Ask questions requiring students to explain relationships among the units of information and to form general concepts.
  • Ask questions that require students to apply concepts and principles they have developed to new data and different situations.

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