Discussions are an important part of most classes. Sometimes discussions are embedded in a semi-lecture format where the teacher presents materials and then provides students time to ask questions or solicits responses from students. Technology allows for asynchonous discussions, where students can interact with course materials or questions posed by the instructor outside of class time. Whatever the format that discussions follow in a class, they all serve the same purposes:
- Help students understand what they are reading and studying
- Engage students in the course materials and resources in order to develop their understanding of the significance, importance, relevance, and value of course materials and content
- Provide students opportunities to learn from each other
- Enable students to share their understanding and expertise with their classmates
- Create a sense of community among students
- Enable the instructor to evaluate students' understanding of key course concepts and correct misunderstandings
Types of Questions Teachers Ask Students
The Question with ONE Right Answer
These kinds of questions are generally aimed at testing students' knowledge, either background knowledge the student has brought into the classroom or as a check that students have read assigned materials. These questions are easy to identify. The teacher will keep asking the question until he or she receives the correct answer. For students who are prepared, these are the easiest questions to answer. For students who are not prepared, these questions are threatening because the reveal the student's lack of preparation.
The Question with MANY Right Answers
From a student's point of view, these are the best kinds of questions because the odds of giving a right answer are in the student's favor. Typically, teachers ask these kinds of questions to generate exploration of a topic. The result is brainstorming, coming up with as many good answers as possible. Sometimes, a teacher may use this method to guide a lecture by elaborating on answers that students give or encouraging further discussion by asking studentrs to elaborate, evaluate answers, or give examples. Students can easily identify when a teacher is asking this kind of question because the teacher will keep asking for additional answers.
The Never Ending Question
Students, especially those obsessed with knowing the "right" answer, often hate the Never Ending Question. It is easily identified by students because, no matter what answer is given, the instructor turns the answer into another question. This type of questions is also known as the Socratic Method because is was the favorite approach of the Greek philosopher Socrates. The purpose of the Never Ending Question is to push students to think, to weigh answers, to dive deep into a subject. The focus of the discussion is less on getting the right answer than on exploring all of the ramifications of the topic. A teacher may end the class without resolving the question, asking students to reflect on the discussion until the next class or assigning students a writing assignment to either summarize the discussion or to propose their own resolution. Other times, the teacher will save a few minutes at the end of class to resolve the discussion.
Although I have described these questions in a synchronous discussion, they can also be used in an asynchronous online discussion.
Synchronous and Asynchronous Discussions
In the classroom setting (synchronous discussions), the teacher leads the discussions, but oftentimes, students, by their questions, determine the direction of the discussions. While some students may see digressions from the textbook materials as "off-topic," often these discussions focus on the practical ways in which course content and ideas influence daily life and culture. In the end, it is the application of knowledge to everyday life and experience that is true education. In order for classroom discussions to be effective, however, students must be in class, an obvious fact that apparently isn't obvious given the problems classes often face with absenteeism. Students must complete the necessary reading assignments out of class. Students must be engaged in the classroom and be willing to listen to their classmates and the instructor, and learn from each other.
Students must also be willing to risk sounding stupid. Students should trust their instincts. Sometimes students may suggest things about the material being studied that the instructor might not have thought of about or might even resist at first only to recognize that the students' ideas apply. All students have unique backgrounds and expericences that they bring to the class. Students should not be afraid to share what they think. Better to engage with the material then sit silent. It is only through engagment that everyone can learn. No one, the instructor included, knows everything there is about any subject.
To be successful in asynchronous discussion (discussions typically online where students can read what other students have posted and respond on their own schedule), students should- Read carefully the assigned materials that the discussion covers
- Think about what the materials say and mean
- Read all of the posts by everyone in the class
- Post promptly and fully. Discussions often have closing times,
- Posting at the last minute means that the student is not giving other students the opportunity to read or respond to their posts
- Any misperceptions or misunderstandings may not be pointed out by the instructor since the discussion has closed
- People posting at the last minute often have not read what everyone else has posted, and so either what has already been addressed, post misinformation, or post irrelevant comments
- Do not worry about making mistakes or always getting things right
- The instructor expects students to misunderstand some things. Clearing up misumderstandings is often one purpose for the discussions. Also, this gives students a chance to better prepare for examinations.
- The materials can be very difficult.
- Sometimes materials may include background material that students either do not have in their background or do not remember
- The whole point of the discussions is to discover the answers not present the answers
- Students are learning how to think, and thinking is hard.
- Students learn from each other.
- Wrestling with the material may lead to new insights, both for students and the instructor.
- If posting after other students have responded, add to the discussion. Do not repeat things already said by other students.
- Sometimes instructors will also participate in the discussions. If they do, respond to the instructor's questions and comments on your own as well as other people's posts.
- Some instructions may post summary comments at the end of a discussion. Be sure to read those comments as they are often designed to clear up misunderstandings and prepare students for examinations.