When instructors think about discussions in the classroom, there can be a number of dimensions to consider, including the type of content that is most suitable for discussion, the discussion method that is most appropriate and the rubrics that should be provided to evaluate the discussion. These considerations apply to discussions in in-person courses as well as those in synchronous and asynchronous online courses. In fact, some online discussion formats - like asynchronous discussion posts - can be powerful learning tools as they allow more time to reflect, research responses and respond to posts. Discussion activites in both in-person and online modalities have great value and can be further integrated with a discussion that starts in class and continues online - or the reverse.
Tips for Creating a Discussion for an In-Person Class
- Create a goal for the discussion and establish clear expectations.
- Develop community agreements (see guidelines here).
- Frame the selected topic around problems.
- If the discussion will cover sensitive or controversial topics, notify learners in advance (trigger warnings).
- For class-wide discussions:
- How will you regular discussion/address inequities in participation?
- How will you make space for quieter learners to enter discussion?
- How will you model active listening/active learning?
- For small group discussions:
- How big should a group be?
- How should learners be assigned to a group?
- How long should the groups meet?
- Choose a post-discussion method for a summary of the discussion or a debrief for each group.
- During the discussion, delay the problem-solving or solution proposals.
- Change points of view, time frames, and contexts to add dimension to the discussion.
- Ask for advantages/disadvantages of a point of view.
- Show respect for all question, comments, points of view; ask follow-up questions.
- Point out, acknowledge, and summarize differences between individuals and groups.
- Connect discussions back to other course material.
- In class-wide discussions, become comfortable with silence; don't rush to answer your own questions.
- Be prepared to address disagreements, disruptions, microaggressions (point to community agreement statements)
Basics for Online Discussions
The above list can easily be adapted for online discussions with some modifications.
- Decide whether to use a synchronous Zoom session with small groups in breakout rooms or a single asynchronous discussion board or several online asynchronous discussion boards.
- Choose a topic generative enough to sustain a discussion without constant prompts.
- Consider adding moderators to support learners or peers to the course discussion who have taken the course.
- Clarify your role and the role of other moderators: either as active participants and coaches or as the occasional guides.
- Create beginning and endpoints for the discussion.
- Decide how many times a learner needs to post (for asynchronous discussion posts).
- Create a range of discussions, from low-stakes introductions that build a community to more high-stakes discussions that impact learners grades.
- Create a written summary of each discussion and post to the class; have groups create summaries of smaller discussions and post to a central location.
- Be prepared to address disagreements, disruptions, microaggressions for synchronous courses (point to community agreement statements); contact learners directly for inappropriate asynchronous posts.
Technology to Support Discussion Activities: Backchannels
Using a platform (e.g. Twitter, Slack) as a backchannel to support synchronous discussions both online and in-person can help connect learners who otherwise might be reluctant to enter the discussion or may have clarifying questions. These backchannels could be monitoried by a TA.
Discussion Rubrics
Transparency and clear communication around evaluation of discussion activities is very important. Identifying specific criteria for evaluating discussion activities and sharing these with learners will clarify expectations and will allow them to prepare for the level of engagement and participation in the class discussions that will align with the rating that they wish to achieve. Below are two examples rubtics of class discussions.
Northwestern University: Rubric for Class Discussion
University of Texas-Austin Rubric for Class Discussions
Resources
Stanford University: 10 Strategies for Engaging Discussions Online