Adapted from: Finely, T. (Retrieved 3/1/2017). Rethinking whole class discussion. Edutopia. Retrieved from: https://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley.
Whole class discussions are, after lecture, the second most frequently used teaching strategy, one mandated by the Common Core State Standards because of its many rewards: increased perspective-taking, understanding, empathy, and higher-order thinking, among others. These benefits, however, do not manifest without a skillful and knowledgeable facilitator.
Unfortunately, a preponderance of evidence demonstrates that many teachers mistakenly conflate discussion with recitation. "Typical teacher-student discourse resembles a quiz show, with teachers asking a question, the student replying, and the teacher evaluating the student's response. This is called initiation-response-evaluation, 'I-R-E,' or recitation."1
In contrast to recitation, quality discussion, according to the University of Washington's Center for Instructional Development and Research, involves purposeful questions prepared in advance, assessment, and starting points for further conversations. Teachers are also advised to:
Follow-Up Questions
Ian Wilkinson defines authentic follow-up as "questions that the teacher is genuinely interested in exploring and that evoke a variety of responses from students (in other words, the answer is not pre-specified)." Good follow-up questions expand the conversation and require students to:
Avoid the Following
Set Parameters
Many learners need to be taught how to engage in an academic dialogue -- particularly ELL/ESL students. Provide conversation stems on a poster board or notecards:
A Handy Playbook
Lastly, I've provided a general checklist of items to consider when planning a discussion: