Three questions to enrich lesson discussions

While conducting the lesson readings, use these three questions to help you to enrich your lesson discussion activities. It will well prepare you for active and interactive discussions.

After reading, I did not realize...

1.__________________________________________________________________________________

What were the THREE most important concepts to YOU? Explain why?

1.___________________________________________________________________________________

2.___________________________________________________________________________________

3.___________________________________________________________________________________

What are two possible exam questions?

1.___________________________________________________________________________________

2.___________________________________________________________________________________

After reading, I did not realize…

By answering this question, you should read with the purpose of acquiring new knowledge. This will help you to eliminate passive reading without any meaning or engagement. In addition, it provides you an opportunity to link new knowledge with existing knowledge. The ultimate goal is to think as you read.

What were the most important concepts to YOU? Explain why?

Concepts help you focus on what is important within the content in each lesson. This particular prompt is given because learning with understanding is facilitated with new and existing knowledge that is structured around major concepts. This approach is used to help you logically sort information and make crucial connections across ideas for a more cohesive understanding. While engaging in the lesson discussion, it will move the learning of content from short-term memory to long-term memory.

What are two possible exam questions?

By composing two possible exam questions gives you an opportunity to informally assess your own understanding. This question is particularly critical when you are the lesson discussion moderators who have to interject to ensure that everyone gets an opportunity to contribute higher-order thinking questions. As lesson moderators and/or instructors, we contribute that to students focusing more on concepts versus content.


References

Hollander, J. (2002). Learning to Discuss: Strategies for Improving the Quality of Class Discussion. Teaching Sociology 30 (3): 317-327.

Martin, D. J. (December 15, 2021). Three questions to help facilitate effective classroom discussions. Faculty Focus.