Don't Waste Our Time - Meaningful Student Discussions Start with Questions

What if students don't get to the right place in a discussion?

What if there is silence and it is awkward?
What if certain students dominate the conversation?
What if students veer off track and aren't focused?

No matter what you do in a discussion, there is an element of surprise.  There is a release of control on the part of the teacher. You aren't telling them what to say and in that way, the opportunities are really limitless.  This is exciting and also really scary.   My hope is that with a few adjustments to our practice, discussions can feel like that add to the classroom and enhance the experience, learning, and growth for students and teachers.

Here is my set up for discussions.

1. Student-Generated Questions 
Students create the questions and must only include Level 2 (Process) and 3 (Apply) Higher Level Thinking Questions.  Prior to the start of the discussion, Level 1 clarifying (Gather) questions may be asked.  I give students time outside and inside of a class to develop these questions and give them feedback on the quality of the questions themselves before we can begin the discussion.  ALL STUDENTS MUST HAVE QUESTIONS TO PARTICIPATE.  This also helps me as the teacher because while I am not guiding the discussion aloud, I can certainly encourage a student and say, "This is a great question, I would love for you to begin the discussion." Or, "Have you thought about how else you could ask this to get more from the others participating?" I then ask students to prioritize their questions and think about what is something that they are really curious about.

2.  Small Group Recorded Discussions
Students lead the discussion in smaller groups and record themselves.  Some teachers like to have a student keep track of who shares during a discussion on a seating chart.  Having "jobs" for the discussion can certainly be helpful.  Some jobs include Moderator, Scribe, Tracker.  I have found that recording the discussions and having smaller groups has helped to make some of these roles obsolete.  I like when students all get to focus on being a part of the discussion.  Always have two students who can record in small groups so technology isn't getting in the way.



3. How to talk in a Discussion
Students can be given and can also generate protocols but these are really important.  Often we talk about after sharing once leave space for everyone else in the room.  Help others feel like they are comfortable to share.  Have a goal for yourself.  Quieter students might need to begin by just sharing a question and then work their way up to contribution.  More dominate students may need to have a maximum number of contributions.  It is important to find what works for you and the students in your class and to think about your ultimate goal and amount of time you have to get there.

4. Helping Students Succeed During The Discussion
One discussion betterment strategy I love that I read about on Edutopia a few years ago was having students in the fishbowl-style discussion each watch one person and after about 15 minutes of discussion, the class would pause and the observers would give feedback to those they watched about how they were doing in the discussion.  They might provide encouragement and suggestions for things to think about. I love this strategy and it really helps students monitor but in a way that actually helps other students grow and not just chart the points.

5. Coming back to a Large Group 
Prior to any large class discussion, I always begin small- tables, groups, etc.  We can a have large group discussion, but this makes it really difficult for some students to be heard and participate. I don't want 30 people waiting on the sidelines during a discussion because this is then like being in a lecture.  The other way is to have a Digitial Large Group Discussion/Reflection/Flipgrid.  I like when students can really self-monitor and then reflect after on a Google Form.



All of these pieces take time, but it gets faster and faster and I find students really grow in their ability to analyze because Level 2 and 3 questions force them to do it when they develop the question and their response.