Improving Discussions


Regardless of course content, instructors can approach class conversations with values and guidelines informed by Diversity, Equity, and Inclusion

Howard, J. (23 May 2019). The Chronicle. [5000 words]

This article’s contents include specific examples of how to ask better discussion questions, strategies for disrupting norms of classroom discussion, how to keep a discussion on track, and approaches to participation grades.

Ask better questions by:

  • posing inquiries with more than one correct answer

  • asking different students to apply different theories or perspectives to the same example

  • asking about process instead of content

CRLT. University of Michigan. [2000 words]

This site is an extremely comprehensive manual for U-M instructors on reducing the likelihood of unexpected “hot moments” in classrooms, how to plan discussions of controversial topics, and University resources for dealing with incidents that do arise.

Iturbe-LaGrave, V. (2 June 2020). Office of Teaching and Learning, University of Denver. [1000 words]

“To help you navigate these complex and challenging times, we offer a brief summary of trauma-informed critical pedagogy as a way to consider how trauma may be impacting you and your students… Below are some critical trauma-informed pedagogy considerations, suggested readings, and resources to help you on this journey.”