Chapter 7 - How Teachers Can Facilitate Student Discussions by Not Talking
Learning Objectives
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By the end of the workshop participants will be able to:
1) create a 3-paragraph document supporting the use of discussion based learning techniques based on current research,
2) role play discussion techniques by working in groups of 3-4 and sharing leadership duties,
3) develop a lesson plan using discussion based assessment tools in their area of expertise.
1) create a 3-paragraph document supporting the use of discussion based learning techniques based on current research,
2) role play discussion techniques by working in groups of 3-4 and sharing leadership duties,
3) develop a lesson plan using discussion based assessment tools in their area of expertise.
Chapter Seven Summary
![multicolored clothespin like people with talk bubbles.](/uploads/3/8/1/8/38182723/8865516_orig.jpeg)
Discussion as a Learning Tool
Moving from a lecture based to a discussion based classroom can be difficult for both the educator and the student. It is not how many educators have been trained nor what many students have been exposed to in their academic past. Doyle strongly states it is imperative we convince students that using discussion as a learning tool is more successful than lecturing. Some of the arguments students propose for not liking discussion based learning include: not all members work at the same level, they feel they lose their distinctive voices, or they are worried about how they will be assessed. As for educators, Doyle repeats backing up discussion based learning with current research (Doyle, 2011).
Why?
To get students on board we need to share reasons regarding how moving from lecture to discussion benefits their learning. Doyle's explanations deal mostly with their future in the workplace. Such as: in the workplace you will need to have the ability to state your thoughts in a clear, succinct manner; you will need have the ability to talk and listen and respond to coworkers; and you will need to be able to agree or disagree with colleagues in a confident manner (Doyle, 2011).
The next step is to get students involved in how discussion based learning is going to work by meeting in groups and creating guidelines. Later, gather together as a class to specify the parameters and expectations. (Doyle, 2011).
Moving from a lecture based to a discussion based classroom can be difficult for both the educator and the student. It is not how many educators have been trained nor what many students have been exposed to in their academic past. Doyle strongly states it is imperative we convince students that using discussion as a learning tool is more successful than lecturing. Some of the arguments students propose for not liking discussion based learning include: not all members work at the same level, they feel they lose their distinctive voices, or they are worried about how they will be assessed. As for educators, Doyle repeats backing up discussion based learning with current research (Doyle, 2011).
Why?
To get students on board we need to share reasons regarding how moving from lecture to discussion benefits their learning. Doyle's explanations deal mostly with their future in the workplace. Such as: in the workplace you will need to have the ability to state your thoughts in a clear, succinct manner; you will need have the ability to talk and listen and respond to coworkers; and you will need to be able to agree or disagree with colleagues in a confident manner (Doyle, 2011).
The next step is to get students involved in how discussion based learning is going to work by meeting in groups and creating guidelines. Later, gather together as a class to specify the parameters and expectations. (Doyle, 2011).
![four female and two male students seated on a bench talking.](/uploads/3/8/1/8/38182723/1689687.jpg?289)
Leading Group Discussions
Deciding whether to have small or large discussion groups determines how to facilitate the groups. Doyle suggests keeping the groups small when introducing this type of learning so all students feel they have the opportunity to contribute. It is also up to the facilitator to determine the outcomes of the discussions, keeping in mind the abilities of the group members. As has been mentioned in previous chapters, prepared learning objectives are imperative to successful discussions (Doyle, 2011).
Composing the discussion prompts makes a big difference in the quality of the conversation. Questions that yield a "yes or no" response or a factual answer does not set up good dialogue. Questions that set up problem solving with evidence of the solution or questions that use the higher order Bloom's taxonomy methods elicit responses fertile for full discussion. Doyle also mentions metacognitive questions which challenge students to use previous knowledge and experience to respond open up the conversation to everyone in the group. However, all prompts must keep the learning objectives, time frame, and student ability in mind (Doyle, 201l).
Deciding whether to have small or large discussion groups determines how to facilitate the groups. Doyle suggests keeping the groups small when introducing this type of learning so all students feel they have the opportunity to contribute. It is also up to the facilitator to determine the outcomes of the discussions, keeping in mind the abilities of the group members. As has been mentioned in previous chapters, prepared learning objectives are imperative to successful discussions (Doyle, 2011).
Composing the discussion prompts makes a big difference in the quality of the conversation. Questions that yield a "yes or no" response or a factual answer does not set up good dialogue. Questions that set up problem solving with evidence of the solution or questions that use the higher order Bloom's taxonomy methods elicit responses fertile for full discussion. Doyle also mentions metacognitive questions which challenge students to use previous knowledge and experience to respond open up the conversation to everyone in the group. However, all prompts must keep the learning objectives, time frame, and student ability in mind (Doyle, 201l).
![Cartoon of two men holding signs. Yeah and Nea.](/uploads/3/8/1/8/38182723/840236.jpg?310)
Doyle suggests three different methods to utilize in the discussion learning process.
1) Guided Discussions. The facilitator has a preset outcome to the question but leads the students to discover the answer through discussion.
2) Debate. After some instruction on proper debate etiquette students can take opposite sides on an issue and practice verbalizing their thoughts and opinions while debating each other.
3) Role Play. This challenge students to try to verbalize another perspective other than their own (Doyle, 2011).
Utilizing the research from previous chapters, Doyle suggests several options for students to practice what they learned during their discussions.
1) Write a reflection paper. This allows students to process the learning they just experienced and by using their scaffolding skills they connect this information with other course work or their own lives.
2) Write a summary. If students know this will be assigned ahead of time they will be more attentive to the discussion. Teachers can also see what the students felt was important from the discussion and know what material may need to be covered or reviewed.
3) Fact Sheet. By writing a list of facts students are reviewing their knowledge in a concise manner.
4) Mind Map. This makes the learning visual which benefits the brains ability to retain the information (Doyle, 2011).
1) Guided Discussions. The facilitator has a preset outcome to the question but leads the students to discover the answer through discussion.
2) Debate. After some instruction on proper debate etiquette students can take opposite sides on an issue and practice verbalizing their thoughts and opinions while debating each other.
3) Role Play. This challenge students to try to verbalize another perspective other than their own (Doyle, 2011).
Utilizing the research from previous chapters, Doyle suggests several options for students to practice what they learned during their discussions.
1) Write a reflection paper. This allows students to process the learning they just experienced and by using their scaffolding skills they connect this information with other course work or their own lives.
2) Write a summary. If students know this will be assigned ahead of time they will be more attentive to the discussion. Teachers can also see what the students felt was important from the discussion and know what material may need to be covered or reviewed.
3) Fact Sheet. By writing a list of facts students are reviewing their knowledge in a concise manner.
4) Mind Map. This makes the learning visual which benefits the brains ability to retain the information (Doyle, 2011).
![Green check in gray box.](/uploads/3/8/1/8/38182723/822762.jpg?166)
Assessing Discussions
The assessment methods for discussion led learning is in keeping with the learner-centered classroom. Teachers can frequently provide review sheets so students can see what they should be focusing on during the discussion. Assigning student presentations which demonstrate what they have learned from their discussion groups is another learner- centered assessment option (Doyle, 2011).
Teachers can also assess discussion skills themselves by frequent conferences with students to restate and review expectations or offering constructive feedback to support their participation in group discussions. The assessment is two-fold:
1) discovering the knowledge students are taking away from the discussion and
2) discussion skills themselves.
Teachers being prepared, having clear learning objectives, knowing their students and making sure students have the time and skills to be successful support a positive outcome of discussion led instruction (Doyle, 2011).
The assessment methods for discussion led learning is in keeping with the learner-centered classroom. Teachers can frequently provide review sheets so students can see what they should be focusing on during the discussion. Assigning student presentations which demonstrate what they have learned from their discussion groups is another learner- centered assessment option (Doyle, 2011).
Teachers can also assess discussion skills themselves by frequent conferences with students to restate and review expectations or offering constructive feedback to support their participation in group discussions. The assessment is two-fold:
1) discovering the knowledge students are taking away from the discussion and
2) discussion skills themselves.
Teachers being prepared, having clear learning objectives, knowing their students and making sure students have the time and skills to be successful support a positive outcome of discussion led instruction (Doyle, 2011).
Connections
![green and orange speech balloons.](/uploads/3/8/1/8/38182723/9278557.jpg?250)
For the online courses I facilitate most of the learning, by far, takes place on the discussion boards. If a participant has been successful throughout their academic lives because of their large vocabulary or writing skills they have a tendency to take over the discussion boards, looking for their reward from the facilitator. If a participant does not feel comfortable with their writing skills or has not been a particularly successful student throughout their academic lives they are often overwhelmed. My role as facilitator is to make everyone feel welcome and keep the conversation on track. Throughout our five week courses most of my comments are encouraging "building a cyber-learning community" and highlighting the positive aspects of building this community. When the conversation lags, I insert a new question, quote, or comment to spur more dialogue. To be supportive of each participant I will contact them individually to encourage either their writing ability or nudge them to remember to include other participants in their responses. As with all types of teaching, each group has its own personality. I've often stated that these courses are either pure joy, where you can't wait to log on and read the learning that is taking place; or it's like going to the dentist. However, even in the dentist situation, as a facilitator I don't give up. It is my goal to create a learning environment so every participant leaves feeling successful.
Ideas for Implementation
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My go to text for my work as an online facilitator is Facilitating online learning: Effective strategies for moderators (Collison, Elbaum, Haavind, & Tinker, 2000). One of their suggestions for keeping online discussion flowing and not targeting one participant over the other is by reorganizing a few words. When responding to a particular post instead writing, "Suzie, when you said" change it to "When Suzie said". This immediately gears the conversation from one on one with Suzie to including everyone on the discussion board. This inclusive step has truly changes the dynamics of the online conversation.
Another tip is stay out of the discussions if at all possible (Collison, et al, 2000). This was and is hard for me. As tempted as I am to insert myself into the conversation I try to wait at least 24 hours, if possible, to see what the participants come up with on their own. Of course, I make my presence known in general emails, feedback from assessments, or reinforcing comments on the boards. But unless it is necessary, the learning should flow from reading, reflecting, and responding to each others' discussion board posts.
Another tip is stay out of the discussions if at all possible (Collison, et al, 2000). This was and is hard for me. As tempted as I am to insert myself into the conversation I try to wait at least 24 hours, if possible, to see what the participants come up with on their own. Of course, I make my presence known in general emails, feedback from assessments, or reinforcing comments on the boards. But unless it is necessary, the learning should flow from reading, reflecting, and responding to each others' discussion board posts.
In Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resources:
Collison, G., Elbaum, B., Haavind, S., & Tinker, R., (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Collison, G., Elbaum, B., Haavind, S., & Tinker, R., (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood Publishing.
Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.