Fostering Class Discussion
Principles of good discussion, as specified by Brookfield and Presskill (2007), are to be used under the following appropriate conditions:
- When multiple perspectives on content are possible
- When applications of content to real life settings are being considered
- When students already have grasped the essentials or basics of what is being discussed, the ‘grammar’ of the activity
- When there is a genuine openness about where the discussion might lead.
Further, the chances for good discussion are raised when:
Continue reading Teaching Strategy Tip #38
Explain Goals for Performance*
Strategy: Providing explicit goals and criteria for performance
Objective: Prevent students from misinterpreting criteria or misunderstanding goals in what they need to do and learn
- Provide concrete or directive instructions:
- Recognize when a key concept is at issue
- Explain the key concept to solve problems or understand a process
- Explain the key concept to a particular audience
- Create a rubric and share it with students.
- Include the levels of the quality of work produced and
- Extend students’ knowledge of the qualities associated with good work
Continue reading Teaching Strategy Tip #16
Demonstrate the organizational structure of the course*
Strategy: Provide students with the organizational structure of the course.
Objective: By explicitly discussing the order of presentation of topics and concepts, the instructor shares the connections and accumulation of knowledge.
Process: Review the syllabus as a “road map”
- Highlight the organization of the concepts
- In the readings
- In the topics
- Discuss how the assignments serve as scaffolding for cumulative learning
Option: Connect this exercise with further discussion of the syllabus
* Based on strategies suggested by Ambrose et al., 2010