Professors - Using Instructor-Directed Learning Methods - Whole Group Discussions Early in the Term

Students retain information most effectively when discussions are frequent, nonthreatening, lively, and mentally challenging. Leading discussions with all of these qualities is a significant challenge in contemporary classrooms, populated as they are by diverse students with varied experiences. Large classes are probably the major obstacle to orchestrating effective discussions. Some likely culprits that slow down discussions include:

• fear of embarrassment,
• lack of knowledge,
• low self-esteem,
• cultural issues that indicate you should be 'seen and not heard,' and the like
• the desire not to stick out from the crowd

You will want to work toward minimizing some of these concerns so that you have wider participation among those students who in the past may have been reluctant to participate actively in large-group discussions. You can probably relate to those reasons from your own experience, so be sensitive to your students' feelings. To achieve an atmosphere in which classroom discussions achieve their fullest potential, employ the following common sense practices:

• Break the class into groups of no more than five students (sometimes called buzz groups) to discuss a critical question. If you establish this type of grouping right from the beginning of your class, this is a comfortable format for them. You can have them pull chairs together, turn around in their seats (especially for fixed seating arrangements), or gather around their table.
• Decide what the purpose is for the small group. You want students to know what the outcome is supposed to be for their discussion. Often, many members of a class may be tuned out when you are establishing the purpose, so use words and written cues.
• Establish ground rules for discussion groups, such as "value all opinions" and "each member must participate." Many students know how to 'behave' in groups, but a few outspoken and socially inept students can shut down other members of their group in a hurry.
• Before discussion begins, have students introduce themselves to each other and select a spokesperson for reporting their collective conclusions. One of the reasons that I asked students to wear name tags throughout the semester in large classes was to help facilitate the use of names.
• Monitor the discussion within groups to ensure that students understand and follow the ground rules. You are constantly walking around among the different groups so that you know what is happening, where there might be questions, or which groups could use some additional direction.
• Prompt participation from all students by posing nonthreatening, open-ended questions. If you only ask yes-no questions or questions for which there is one and only one answer, some students will be afraid of being wrong. With more open-ended questions, you are likely to get not only more participation, but also the thinking and discussion you are working to elicit.
• Have each group report their findings in an orderly way, encouraging amplification of key points. Depending on the size of the entire class, you can have ALL groups report out, or just select a certain number.
• Summarize the overall activity, by citing appropriate points you heard within groups and asking for illumination from individuals making those points. It's never wise to assume that the students are summarizing for themselves. It's also smart to reinforce the key learning AND the reason that the learning was enhanced because of their discussions.

These strategies will assist you and your students as you get the semester or quarter off to a good start. Later in the term, you can continue to use these practices, however once they are established, it becomes more natural and effective for everyone.

Strategic professors know that using a variety of teaching and learning methods is critical to students' learning and success. Pay attention to the ideas in this article and others available from Meggin McIntosh. In addition, you can learn much more about teaching and reaching the many different types of students who are in today's college classroom by reading the book *Teaching College in an Age of Accountability* (Allyn & Bacon). The book was written by Richard Lyons & Meggin McIntosh (the author of this article).

To learn more ideas that you can use as a faculty member, be sure to check out http://www.TopTenProductivityTips.com and http://www.meggin.com

(c) 2008 by Meggin McIntosh, Ph.D., "The Ph.D. of Productivity"(tm). Through her company, Emphasis on Excellence, Inc., Meggin McIntosh changes what people know, feel, dream, and do. Sound interesting? It is!