Facilitate Discussion

“This topic can be challenging, so feel free to stop me, ask me to slow down, repeat, or give more examples.” Then stop frequently to check in on student learning.

“It’s easy to miss the connections made here. Would it be helpful for me to go over this again?”

“Let’s consider what we already know about this and see how we can build on that.”

Use iClicker or polling questions to show students that they are not alone in making errors or thinking differently.

Wait at least 3-5 seconds before expecting student responses. 

Tell students about wait time so they know the purpose.

Tell students to think through the question and jot down notes before answering. 

“Let’s take a few moments to think about this before responding.”

“That’s a good question Omar, would anyone like to try answering that?”

“Who has an example that illustrates Daniela’s explanation?”

“That is definitely one perspective, can someone else offer another perspective.”

Get to know students before and after class. Tell them you’d appreciate their contributions. 

Notice who has and has not contributed to the conversation so far and encourage participation from others by name. 

Study students’ faces confusion or comprehension.

Plan activities based on the technology and software students have access to.

“Can you tell me more about what you shared?”

“What brought you to this perspective?”

“Can you think of any experiences that would lead you to that idea?”

“Tell us some examples or evidence that support your argument.”

“What are some biases of those sources?”

“How might someone from a different background react to your statement?”

Provide multiple ways for students to contribute, such as submitting exit slips, writing, small group work, polls, attending office hours, and collaborative problem solving.

Learn students’ names and invite silent students into the discussion as you read their body language, i.e. “I see you shaking your head there, Doug—what do you think?”

Many students struggle with spontaneous contributions, so give them a few extra seconds to think or try a think-pair-share activity. 

Use the students’ contributions to help the class find patterns, identify what’s missing, practice problem solving, explore examples, and generate questions.

Start class with an open-ended prompt that has many “correct” answers. 

Put on the syllabus, and repeat often verbally, that you value the complexity of ideas that emerge when all students participate in the classroom discussions.

Provide a mini-workshop on discussion techniques. Explain how students can monitor whether they’re speaking too much or too little, and how to contribute to the conversation.

Emphasize that incorrect answers are learning opportunities. Establish that errors are not a reflection of self-worth and that making mistakes is a crucial part of the learning process.

Insist that students learn the correct answer. This can be gentle: “Let’s go over that one more time so you’ll remember it”; or medium: “I’ll check with you tomorrow to be sure you remember”;  or unmistakable: “This on the test.” 

Make sure that the correct answer is eventually provided (by another student or by you). 

Dignify errors with interest and respect. Greet all comments with a head nod, smile, and a thank you for contributing. Say, “I’m so glad you brought that up, because it’s a common misconception. Let’s look at why.”

Indicate what question the answer is correct for, and then clarify further, e.g. “That would be correct if X were true, but remember that this situation is different because of Y,” or “I see why you might think that, because the terms are easy to confuse. However, keep in mind that we’re talking about Z.” 

Resist giving the right answer or declaring a response correct (or incorrect) too quickly—that shuts down contemplation of the question for the rest of the class. 

Be positive. Resist the impulse to say “No” or “Wrong” Remember: you are there to help students be right, not catch them being wrong. 

Try redirection: “Okay, so you’ve expressed one point of view, can anyone elaborate on [student’s name] point or provide an alternative view?”

Mention that in academic settings our assumptions are often challenged to help us think critically. Emphasize that the class benefits from hearing differing opinions. 

Bring the discussion back to the text by asking a factual question that can’t be refuted.

Be patient and speak with the student after class or in office hours.

Consult with colleagues and the course professor.

You might say “Emotions are a bit high; let’s take a break.”

Ask students to write or draw their feelings, assumptions, and positions.

Remind the class of ground rules and respectful language.

Allow students to leave if overly distressed.