{"id":6191,"date":"2011-04-11t07:00:00","date_gmt":"2011-04-11t13:00:00","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=6191"},"modified":"2011-04-11t09:42:16","modified_gmt":"2011-04-11t15:42:16","slug":"leading-classroom-discussion-on-difficult-topics","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2011\/04\/leading-classroom-discussion-on-difficult-topics\/","title":{"rendered":"leading classroom discussion on difficult topics"},"content":{"rendered":"

cft graduate teaching fellow, leanna fuller, reflects on the recent teaching workshop: difficult dialogues in this follow-up post to that event. <\/em><\/p>\n

on march 23rd, 18 participants from 11 vanderbilt departments gathered at the 2022年世界杯中国小组赛积分 to discuss the challenge of leading classroom discussions on difficult topics.\u00a0 we began by talking in small groups about the kinds of issues that tend to create controversy in our classrooms \u2013 issues as diverse as interpretations of the bible; race, gender, and sexuality; and genetic testing.\u00a0 we then reflected on how difficult conversations themselves might connect with the overall learning goals for a particular course.\u00a0 participants named skills like thinking critically, entertaining diverse perspectives, and conversing respectfully across differences as key to the kind of learning they hope to engender in their students.<\/p>\n

the rest of the workshop consisted of further conversation and participation in group exercises that could be used to manage difficult dialogues among students.\u00a0 throughout our time together, the group generated a variety of practical strategies that might prove helpful to instructors who anticipate having controversial conversations as part of their classroom environment:<\/p>\n

\"\"<\/a>set the tone from the beginning<\/strong><\/p>\n