effective discussion-leading is more than simply asking questions and letting students answer; it involves a nuanced set of roles and skills. this complexity is captured well by c. roland (“chris”) christensen, who pioneered teaching by the case method and taught at the harvard business school for 50 years:<\/p>\n
[e]ffective preparation for discussion classes takes more time, because instructors must consider not only what they will teach, but also who and how. and the classroom encounter consumes a great deal of energy; simultaneous attention to process (the flow of activities that make up a discussion) and content (the material discussed) requires emotional as well as intellectual engagement. . . . the discussion teacher is planner, host, moderator, devil’s advocate, fellow-student, and judge-a potentially confusing set of roles. even the most seasoned group leader must be content with uncertainty, because discussion teaching is\u00a0the art of managing spontaneity<\/strong>.<\/p>\n
beginning<\/strong><\/p>\n
learning student names <\/strong><\/a>
\nknowing and using student names is an oft-overlooked but vital foundation for an effective discussion. this article, published in the national teaching and learning forum, is a compendium of 27 concrete tips from faculty across the country on learning and remembering student names.<\/p>\n
questioning, listening, responding<\/strong><\/p>\n
bloom’s taxonomy<\/a><\/strong> is a summary of benjamin bloom’s classic six-part scheme (knowledge, comprehension, application, analysis, synthesis and evaluation), originally published in 1956. the taxonomy outlines intellectual tasks (easily framed as questions) that build in cognitive complexity.<\/p>\n
facing common challenges<\/strong><\/p>\n
the midpoint reflection<\/strong><\/a> exercise can deepen and invigorate an ongoing discussion by giving a student the opportunity to ask questions that have not yet been addressed. used from the beginning and over the course of a semester, it usually prompts participation from even the quietest students by shifting the role of facilitation away from the teacher, thus encouraging students to turn to each other as sources of expertise.<\/p>\n
the capture<\/strong><\/a> is an exercise particularly useful for prompting discussion of secondary texts that may be difficult for students initially to grasp. students distill answers to four key aspects of the text: the author’s purpose, central message, validations \/ applications, and values \/ assumptions. instructors then can ask students to share and compare their captures, either in small groups or to the class at large.<\/p>\n
services for individuals<\/a>: <\/strong>center staff are available to consult with instructors on any aspect of discussion-leading. instructors often find that watching a\u00a0video<\/a> of themselves leading a discussion is a particularly useful way to enhance their skills in the classroom. in addition, a small group analysis (sga)<\/a> can focus on students’ perceptions of their discussion experiences. to arrange for a consultation, call 322-7290.<\/p>\n
2022年世界杯中国小组赛积分 library<\/a>
\n<\/strong>the center’s library has dozens of articles, as well as books and videos (available for check-out through acorn), related to discussion-leading. the following are resources that vanderbilt faculty and tas have found particularly useful:<\/p>\n
video: <\/strong>christensen, c.r.\u00a0the art of discussion-leading <\/strong>(1995). cambridge, ma. : the derek bok 2022年世界杯中国小组赛积分 and learning, harvard university.\u00a0read a review of this video<\/a>.<\/p>\n
<\/a>
\nthis teaching guide is licensed under a creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"