Lead & Facilitate Discussions

What & Why

Discussions allow students to learn and practice skills, generate ideas, solve problems, consolidate knowledge, criticize arguments, develop insight, and gain confidence in handling new concepts. Good discussions provide a structured setting for students—and the instructor—to work through the core concepts or problems raised by readings and lectures, which can cause consensus (e.g., where there is an answer or solution) or divergence (e.g., when there are a range of approaches).

How To

Consider the purpose, structure, and engagement strategies to foster effective discussions, whether synchronous (real-time) or asynchronous (delayed). Synchronous discussions benefit from clear goals, active facilitation, and real-time interaction, while asynchronous discussions thrive on structured prompts, thoughtful responses, and opportunities for reflection. No matter which, follow the 12 Principles to Guide Classroom Discussion:

Students must be prepared for discussion.
Students must feel safe to express themselves.
Students need good reasons to listen actively.
Students respond well to a variety of structured discussion formats.
Students contribute equally as the discussion structure requires.
Students respond well to questions with multiple good answers.
Students benefit from having time to think before contributing.
Students can benefit from expressing themselves in motion and space.
Students can benefit from expressing themselves graphically.
Students can respond well to novel stimuli, such as outside ideas or research.
Students participate according to how effectively a discussion is moderated.
Students must see their personal value as separate from the value of their contributions.

*Principles taken from Herman, J. & Nilson, L. (2018). Creating Engaging Discussions. Stylus.

Facilitating Discussions

Leading and facilitating an effective discussion is never as straightforward as asking a series of questions, and any given class discussion is liable to raise questions in the face of everyday obstacles, e.g., How does one interrupt politely? Praise a valuable contribution? Ensure that various points of view are heard? Energize a low-energy room? Encourage reticent students? Regain the discussion from domination by a few?

From Leading Discussions, at The Derek Bok Center for Teaching & Learning, Harvard University.

Additional Resources

The KP Cross Academy (at the University of Alabama) has created a Techniques Video Library to help faculty select and use active learning techniques.
Sibley, Roberson, & O'Dwyer (2023). Constrained Choice Activities: A Simple Way to Improve Critical Thinking. Educause.
Facilitating Effective Discussions - U of Waterloo
Asynchronous Online Discussions: Tips for Instructors - U of Waterloo
Six Keys to More Effective Classroom Discussions - Faculty Focus
The Illusion of Good Class Discussions and What to Do About It - Faculty Focus
How to Hold a Better Class Discussion - Chronicle of Higher Education Advice Guide by Jay Howard

Page updated

Report abuse