Class discussion is as standard as the lecture, but class discussion can be hard to do well. Often questions fall flat, or just a few students dominate. In the drawers below we offer some specific discussion techniques, many of which are similar to what Zaretta Hammond describes as a protocol — “rules or procedures that a structure and process so everyone has time to think, talk, and listen” (“The Power of Protocols”).
Discussion Guidelines
Providing discussion guidelines at the outset of class is at once a tool to establish strategies for productive discussion and set expectations, and also a means to address challenges and tense moments that may occur during a discussion. When a discussion goes awry, an instructor or student can remind others of the discussion guidelines.
Ideally an instructor works with students to establish discussion guidelines, perhaps beginning with a draft to which students respond and offer suggestions. Beyond the content value of the revisions, the exercise ensures that students become familiar with the guidelines that are designed to keep discussion educational.
Below are some sample guidelines, though we advise that you create a unique set of guidelines with your students to involve them in the process. Brookfield & Preskill encourage a “rules” discussion that asks the students to think about their past experiences with discussions.
- Generating Ground Rules for Discussion (adapted from Brookfield & Preskill, 2005)
- Ask students to think about the best group discussions they have been involved in. What happened that made these discussions so satisfying? Have each student make some notes responding to the question.
- Next ask the students to think about the worst group discussion in which they have been involved. What happened that made these discussions so unsatisfactory? Have each student make some notes responding to the question.
- Next form groups of at least three students to share their experiences, and instruct them to note common themes, experiences, and conversation features that they’d like to see present, and to make suggestions as to what the group could do to make discussions more productive. Encourage students to be as specific and concrete as you can.
- Use the students’ suggestions to draft a set of ground rules , which you then share with students for comment and agreement..
- Periodically, have the class take a moment to evaluate whether the guidelines established at the beginning of the semester are being followed and whether they work.
- Sample guideline for a university class.
- Confidentiality is expected We want to create an atmosphere for open, honest exchange.
- Our primary commitment is to learn from each other. We will listen to each other and not talk at each other. We acknowledge differences among us in experiences, backgrounds, skills, interests, and values. We realize that it is these very differences that will increase our awareness and understanding through this process.
- We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or differences in interpreting their experiences.
- We will trust that people are always doing the best they can.
- We will challenge the idea and not the person. If we wish to challenge something that has been said, we will challenge the idea or the practice referred to, not the individual sharing this idea or practice.
- We will speak our discomfort. If something is bothering us, we will this with the group. A lot of learning comes from discomfort — sharing our own and also listening to others express theirs.
- We will follow the strategy of Step Up, Step Back. That is, we will be mindful of taking up much more space than others. On the same note, we will speak up when others are dominating the conversation.
- We will avoid inflammatory language, including name-calling.
- We will ask questions when we don’t understand; we won’t assume we know others’ thinking or motivations.
- We do not expect individuals to speak on behalf of their gender, ethnic group, class, status, etc. (or the groups we perceive them to be a part of).
- Fostering Motivation and Culturally Inclusive Participation
- Participation guidelines are appreciated when professional development is challenging, controversial, and interactive. By clearly identifying the kinds of interactions and discussion that will be encouraged and discouraged, the instructor and learners create a climate of safety, ensuring that everyone will be respected. The first meeting is an appropriate time to establish these guidelines and to request cooperation in following them. The guidelines listed here are
widely used and usually acceptable (Adams, Bell, and Griffin, 1997):- Listen carefully, especially to perspectives different from yours.
- Keep personal information shared in the group confidential.
- Speak from your own experience, saying, for example, “I think” or “In my experience I
have found,” rather than generalizing your experience to others by saying, for example, “People
say,” or “We believe.” - Do no blame or scapegoat.
- Avoid generalizing about groups of people.
- Share airtime.
- Focus on your own learning.
- Instructors who use participation guidelines usually have a few that are non-negotiable (Tatum, 1992). Participation guidelines prevent and reduce feelings of fear, awkwardness, embarrassment, and shame. They also provide a safety net for critical discourse. They may be left open for further additions as the program proceeds.
- Participation guidelines are appreciated when professional development is challenging, controversial, and interactive. By clearly identifying the kinds of interactions and discussion that will be encouraged and discouraged, the instructor and learners create a climate of safety, ensuring that everyone will be respected. The first meeting is an appropriate time to establish these guidelines and to request cooperation in following them. The guidelines listed here are
For managing political discussions, see Political Discussions in the Classroom.
For discussions around controversial topics, see Why it Matters Teaching Controversial Topics
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