2015
Guiding Effective Classroom Discussions
October 29th
Hosted by Monmouth College
11:00—12:15
Morgan Room
Site Coordinators:
Lori Walters-Kramer and Bridget Draxler
Workshop Presenter:
Cheri J. Simonds, Ph.D.
Co-Director of Communication as Critical Inquiry
At Illinois State University
ENGAGING COMMUNICATION PEDAGOGY
LEADING CLASSROOM DISCUSSIONS
I.
Introduction
A. What is Instructional Discussion?
1. It is Not . . . [the method to use when you didn’t have time to prepare a
lecture, open-ended, guess what’s on my mind]
2. It is . . . a teaching strategy that focuses on students, experiential learning,
critical thinking, questions, and responses.
B. Last time, we talked about your instructional discussion assignments as well
as watched a video on facilitating discussion. In this class, you will be
planning and leading an instructional discussion from one of the chapters in
the text. This discussion will help you to better understand how to accomplish
that task.
C. After participating in this discussion, you will be able to develop a
questioning strategy as well as understand effective ways to facilitate
instructional discussions.
II.
Synthesis of Chapter 6 (Simonds & Cooper, 2011, 9th ed.)
A. Planning the Discussion—Much like a lecture, a discussion has an
introduction, body, and conclusion. However, the body is comprised of
planned questions and student responses. Planning the discussion is only the
first step. We have to consider how to facilitate the discussion as well.
B. Facilitating the Discussion—This gives life to the discussion and helps to
advance the content of the chapters by allowing students to contribute to
learning. We’ll discuss the facilitation model. Structure—Solicit—
Respond—React
C. Motivating Student Preparation for Participation in Class— We’ll discuss
strategies for helping students prepare for contributions in class discussions.
D. Student Apprehension—In addition to providing information on how to plan
the discussion, your authors discuss the role of the student and their possible
apprehension, which might affect their willingness to contribute to discussion.
It is important that if you use the instructional discussion as a teaching
strategy, that students must be prepared with the skills necessary to participate
in these discussions.
E. Evaluating your Discussion Skills—Once you have decided to use the
discussion strategy, the information in the chapter on evaluating your
techniques will be useful for your own assessment purposes.
F. Classroom Rule—If being constructive or critical of past teachers, please
refrain from using names. Feel free to name teachers who have had a positive
effect on you as students.
III. Class Discussion
Reading Objectives
Discussion Questions
(Student Preparation)
(Teacher Preparation and Prompts)
6.1 What are the advantages and
6.1 Advantages and Disadvantages of the
disadvantages of the discussion
Discussion Method
method of instruction?
Advantages:
Structure: There are a variety of instructional
strategies that teachers may choose from
 More ideas, resources, and
including lecture, activities and instructional
feedback.
discussions. Let’s talk about some of the
 It provides students practice in
expressing themselves clearly and advantages and disadvantages of the discussion
method.
accurately.
 It helps students gain skill in
Discussion Prompt: How will you decide when
defending and supporting their
to use the discussion method in your own class?
views.
Are there certain subjects that lend themselves to
 Discussions expose students to a
the discussion method?
variety of ideas, beliefs, and
information different from their
What ethical guidelines should be discussed
own.
with students prior to participating in a
 There are motivational effectsdiscussion?
students enjoy the activity and
feedback discussion provides
Disadvantages:
 It takes considerable time.
 Successful discussion requires
that teachers and students possess
discussion skills.
6.2 What are the characteristics of the
discussion method?
 Experiential learning
 An emphasis on students
 A focus on critical thinking
 The use of questions
 Responses to questions
6.2 Characteristics of the Discussion Method
Structure: The discussion method is
characterized by experiential learning, an
emphasis on students, a focus on critical
thinking and responses to questions.
What characterizes a productive or unproductive
instructional discussion?
What have been your experiences with
productive/unproductive instructional
discussions?
Discussion Prompt: Think about your own
philosophy of teaching. How will these
characteristics inform your philosophy?
6.3 What are the three major sections
of the discussion? What are the steps
in facilitating the discussion?
The Introduction (Attention, Relevance,
Purpose, and Preview)
The Body
Use of Questions
Bloom’s Taxonomy (Table 6.1 p. 108).
Probing Questions
Guidelines (Box 6.2 p. 111).
Response Styles (Box 6.3 pp. 112-114)
highlighted.
Respond positively/constructively
Accept student mistakes
Use variety of responses
 When answer is correct
 When answer is incorrect
Encourage quiet students
Discourage monopolizers
Provide wait-time
Structure—Solicit—Respond—React
Don’t let questions die.
6.3 Planning and Facilitating the Discussion
Discussion Prompt: How is facilitating a
discussion different from delivering a lecture?
As a teacher, how will you prepare for this?
How will you develop your questions?
How will you facilitate the discussion?
How will you react to student responses?
How will you react to a student who provides an
unexpected response?
How will you discourage monopolizes? How
will you encourage quiet students?
See Discussion Strategies PDF posted on
ReggieNet
The Conclusion
Keep mental notes during discussion
Tie discussion together
Preview how information relates to
upcoming lessons.
6.4 What are some strategies for
motivating students to participate in
class discussion?



Reading Objectives
Discussion Prompts/Extended
Comments
Preparing to Participate
Assessments
6.4 Motivating Students
Structure: The book mentions some strategies
for motivating students to participate including
reading objectives and extended comments, or
discussion prompts.
Discussion Prompt: Think of a discussion
where you, as a student, participated. How did
you feel? How did you prepare? How will you
motivate your own students to participate?
What would you do as an instructor if those
methods fail and the student still will not
participate?
6.5 How can you identify and help
students with communication
apprehension?









Reinforcement
Vary tasks
Small group or interpersonal
settings
Provide opportunities to
participate early on
Be private and personal with
communicating with the student
Be specific
Be positive before negative with
feedback
Provide a friendly, nonthreatening classroom climate
Investigate to see if the student’s
culture may be affecting their
participation
6.5 Student Communication Apprehension
Structure: The book also talks about student
communication apprehension.
How might communication apprehension affect
a student’s willingness or ability to participate in
classroom discussion?
Discussion Prompt: Does the discussion
method make students more or less
apprehensive?
IV. Conclusion
A. In this discussion, we have talked about ways to plan and facilitate an
instructional discussion. [Point out some specific comments about the
discussion.]
B. The instructional discussion can be a very effective teaching strategy if
teachers in training are provided opportunities like we had today to discuss
how to implement them. I hope that after this discussion, you all feel better
prepared to do so.
Instructional Discussion
Developing a Questioning Strategy
Classifying Questions:
Level 1--Knowledge
It is important to note that more complex mental processes cannot take place until the
facts or information have been remembered. These questions usually ask what, when,
where, and who.
Level 2--Comprehension
Requires students to paraphrase information.
Example:
"Describe, in your own words, what perception means."
Level 3--Interpretation
Interpretation = discovering and explaining relationships between facts, generalizations,
definitions, values, and skills.
At this level of thinking, the student should be able to take sets of information and make
comparisons according to similarities or differences. Students should be able to determine
what ideas, by implication, might result from certain information.
Example:
"Do communicators always have to be honest to engage in ethical
communication?"
Level 4--Application
Application thinking involves the solving of problems through identification of issues
and selection of appropriate generalizations and skills. When presented with a problem,
the student must independently choose pertinent knowledge and then apply an
appropriate theory.
Example:
"How can spontaneity contribute to both the development and the
deterioration of interpersonal relationships?"
Level 5--Analysis
Analysis is the systematic examination of facts in order to solve problems. The teacher
must know and teach students the rules for valid conclusions. You should become aware
of the reasons for using analytic questions:
1.
To teach students to reason from the specific to the general (induction).
2.
To teach students to reason from generalizations to specific instances
(deduction).
3.
To teach students to recognize and identify fallacies or common mistakes
in reasoning.
Example:
Effective instructors employ spontaneous and natural communication
styles, but classroom analysis of communication is necessarily artificial and somewhat
unnatural. Therefore, you can't really teach instructors to be effective communicators. Is
this conclusion valid or invalid?
Level 6--Synthesis
Synthesis involves solving a problem through original and creative thinking. When
synthesis questions are used, it is important that the atmosphere of the classroom be such
that the students know that the teacher does not have an answer in mind which the student
is expected to duplicate.
Example:
"If we view communication as a transactional process, what how does this
affect the role of the sender/receiver?" or "Use the components of the communication
process to create your own model of communication."
Level 7--Evaluation
Students make assessments of good or bad, right or wrong.
Example:
"In your own judgment what kinds of communication behavior in others
creates barriers or breakdowns in your potential relationships with these
individuals?" or "What is the most appropriate model of communication?"
Discussion Facilitation Guide
The Discussion Facilitation Guide demonstrates how you can use the answers to
the knowledge level questions as the framework to ask higher order questions. The left
hand column provides the information that students have prepared by answering the
knowledge level questions in the preparing to participate boxes, whereas, the right hand
column is the template for how you, the teacher, facilitate the discussion using the
additional features in the text (student application answers from preparing to participate
boxes, critical and media interactions, and comic strips).
The Discussion Facilitation Guide demonstrates the relationship between the
knowledge level questions that students prepare (left-hand column) and the higher order
questions that guide the discussion (right-hand column). To initiate the discussion,
instructors can ask students to share their responses to the application level questions.
Since students have considered their answers before class, this is a very low risk
opportunity for reticent students to contribute to class discussion. Once the discussion is
started, the Discussion Facilitation Guide provides additional high order and probing
questions as well as discussion prompts for additional features of the text including
critical and media interactions and comic strips. Once you ask the question and students
respond, you now need to decide how to or who should react to those responses. In other
words, you need to consider how you will facilitate the discussion.
In general, start discussions with a structure move. That is, set the knowledge base
for the question. What do students need to know in order to answer the question? This is
where you reference the material of the lesson (the left-hand column of the discussion
facilitation guide) so that students can elaborate with their own ideas and experiences.
For example, you might say, Chapter 1 talks about the personal, professional, and social
benefits of studying communication. How can you personally benefit from this class?
Once you ask the question . . . wait. One of the most difficult things for you to do will be
to wait. After asking a question, silence can be quite uncomfortable, but if you think
about it . . . a higher order question requires time for students to prepare an answer.
Whatever you do, avoid answering your own questions. Students can become quite adept
at waiting you out. Once a student has responded, react positively to the student’s
response. The nature of this reaction will determine the future success or failure of the
discussion. Remember that you do not always have to be the one to react to a student
response. Other students can build on contributions as well. Also, be sure that all students
get to respond to a question. In other words, do not let questions die before all students
get to contribute with a particular line of discussion.
Once you've reacted positively to a student's response, allow other students to
either react to the student's response or to provide a response of their own. This process
should continue until you believe that all students have had an opportunity to share with
regard to the original question, or until the discussion gets off track, whichever comes
first. Once this process is complete for the first question, move on to the next line of
questioning.
The discussion strategy focuses on critical thinking and student experiences.
Students are asked to critically reflect on how course concepts relate to their own
experiences. In addition, the features of the text (preparing to participate, critical and
media interactions, and comic strips) allow students opportunities to prepare for and
practice communication in the classroom. They read the content, answer questions, think
about the material and prepare contributions for class. When they get to class, they have
opportunities to share contributions and articulate as well as defend their ideas. The goal
of using these tools is to change the way students spend time out of class which will have
implications for what students do in class—talk rather than just listen. Hopefully, this
will allow students to see their responsibility in the learning process. The next set of tools
we offer are mechanisms for having students self assess their preparation for participation
in class.
Assessing Student Preparation and Participation
Participation Sheets can be used on a daily basis to allow students the opportunity
to self-assess their own level of preparation for participation in class. These are collected
at the end of each class period and distributed at the beginning. Based on whatever
features of the text were assigned for a particular chapter, students bring evidence of their
preparation to class (e.g. preparing to participate boxes, critical and media interactions).
Then, after participating in class discussion, students score their daily participation using
the evidence they provide and the criteria for evaluation. Students should also provide a
rationale for their score given the criteria. After class, instructors can quickly review
these to see if student scores match the evidence and criteria. After a few class sessions,
students will begin to see the relationship between preparing for participation in class. In
other words, they see what it takes to become an active member of class. If absent, they
also begin to see that attendance is necessary but not sufficient for becoming an active
participant in class. The criteria for the Participation Sheets are only advisory. Please feel
free to modify the point structure or criteria for your own purposes.
Participation Logs are maintained by the student throughout the semester and can
be collected at midterm and end of term. Participation Logs hold students responsible for
documenting their participation and collecting evidence of their preparation throughout
the course. In addition, Participation Logs allow students to reflect more on their out-ofclass experiences by supporting the notion that not all participation has to happen in the
classroom. Basically, students keep a daily log of their preparation for class as well as the
activities that happen in class. They collect evidence of their preparation (preparing to
participate boxes, critical and media interactions, or reflections on personal or campus
events) and then write an argument for their participation grade using the log entries, the
criteria and any evidence they have collected. At the collection points, the instructor
examines the argument to see if it is consistent with the log, evidence, and criteria. This
particular assessment not only helps students see the what it takes to be an active member
of class, but it also teaches them the relationship between building an argument and using
evidence and criteria to do so. Again, the assignment is only advisory, please feel free to
modify for your own purposes.
Participation Assessments
Class Participation Sheet
COM 110 Communication as Critical Inquiry
Name
Attendance and active participation are a necessary part of this course. Each class period
you will grade your participation. Please fill in your score (whole numbers only) based
upon the following scale and provide a rationale for your score. Scores may be adjusted
if the point value is not consistent with the rationale or the criteria for evaluation.
5 = Outstanding participation
 completely prepared for class having read all of the required readings
 completed all assigned P2Ps, MIs, and CIs
 contributed to the classroom experience for self and others
o at least 2 meaningful contributions
o allowed/encouraged others to contribute in class (allows for more
reticent students to answer)
o had insightful comments/questions for classmates and instructor
 took a leading role in class activities
4 = Good participation
 prepared for class having read the chapter
 completed P2Ps
 offered at least one good comment and took an active role in class activities
3 = Average participation
 responded to P2Ps adequately
 did not make any oral contributions to the discussion
 participated in class activities
2 = Poor participation
 responded to questions, but briefly and with little elaboration
 came to class late
1 = Came to class, but contributed little or nothing; Arrived in class more than 10
minutes late.
0 = Absent from class; attempted to complete P2Ps during class; texting during
class, or working on other assignment.
Date
Score
Rationale
Instructor Comment
Date
Score
Total
Rationale
/ _______ =
Instructor Comment
%
Note: You cannot earn higher than a C on participation in this class if you lose this form.
Please return it to the front of the room in your pocket folder each and every class
period.
PARTICIPATION SHEET FREQUENTLY ASKED QUESTIONS
Q:
What is the purpose?
A:
This tool is used to assess students’ preparation for and participation in class.
Q:
What are the advantages of using the tool?
A:
1.
Participation sheets consider both the student and instructor’s opinions
about the student’s participation. At the end of the semester, students are not left
wondering how the “participation” category on the syllabus is figured.
2.
Participation sheets also provide an easy way to keep track of attendance, tardies,
and participation. Typically, tardies and unexcused absences are reduced and students
come prepared for class and participate in class, because they want the chance to earn up
to ten points a day.
3. As a result, you do not need to lecture to students over the course material,
because they have not read. Instead, everyone (both you and your students)
can enjoy reinforcing the class material by engaging in more interactive
discussions and/or making more connections through involvement in
activities.
4. In addition, students learn how to become active agents in their own learning.
This tool encourages the apprehensive to speak up and the domineering to
take their turn.
Q:
Can I require my students to complete reading objectives but not use the
participation sheet?
A:
Yes. Participation sheets or reading objectives can be used alone. However, the
two seem to complement each other very well. The reading objectives allow students to
focus their reading for discussion.
Q:
How much time will this take me?
A:
Usually, you can count on devoting 15-20 minutes after the class session ends to
provide feedback to your students on the participation sheets.
Q:
A:
How do I incorporate participation sheets into my classroom?
1. Include your policy regarding participation on your syllabus.
2. On the first day of class, explain to your students the purpose and procedure
of how to use the participation sheets and/or reading objectives.
3. Beginning the second day of class and throughout the semester, distribute the
participation sheets at the beginning of the class period.
4. At the end of the period, students will self assess (giving themselves both a
grade and a rationale) for their participation that day based on a set of criteria
5. After class, you will review students’ self-assessment and determine whether
the rationale and score is consistent with the criteria. You will also provide
students with feedback.
Q:
How do I give my students feedback?
A:
It is important to learn your students’ names as soon as possible — by the 2nd
class period if possible. Students need to know that you are interested in them; most
importantly, students need to recognize that you will be holding them accountable for
their engagement in the classroom. Also, as soon as you know the students by name, you
can write very personalized feedback on the participation sheets.
Examples of Feedback:
Positive:





Excellent personal example that related to…
Insightful question about…
You were right on target when you said…
Thanks for bringing up / volunteering to….
Keep up the good work!

Highlight a specific idea on your reading objectives that you can
offer to the class – then bring it up when we get to that point in the
discussion.
Try to raise your hand one time next class session – it will get
easier!
I have seen evidence of critical thinking on your reading
objectives. The class would benefit from hearing from you!
Suggestions:
For apprehensive:


For dominating:

I appreciate your active participation; however, make sure you
allow the other more apprehensive students a chance to raise their
hands, as well.
Q:
What should I consider if I choose to use both reading objectives and
participation sheets?
A:
In order to receive the full 10 participation points for the day, students’ answers to
the reading objective questions must be correct and the extended comments should
provide evidence of critical thinking. By asking a question, establishing dialogue with the
reading material (agreeing or disagreeing), or providing a personal example the answer
has been extended and critical thinking is demonstrated. See handout for examples of
answers to reading objectives and extended comments.
Q:
What if students are absent? Can they email or turn in their reading
objectives the next day? Or What happens if students are present but do not have
reading objectives completed.
A:
Reading objectives are not homework; therefore, students cannot turn them in
later (if that is your late work policy). The purpose of reading objectives is to aid
students in their preparation for class. If students are not in class, they earn 0 points for
the day. If students are present in class but are not finished with their reading objectives,
they were not prepared for class and should be deducted points for the day.
Participation Log Assignment
The purpose of this assignment is to provide you with a mechanism to carefully track
your participation over the semester. To accomplish this goal, you will construct a log of
your participation efforts including, but not limited to, the following activities: level of
preparation for class (e.g., completing readings and related activities, coming to class
prepared to engage in discussion, completing tasks for speeches), participation in class
discussion (e.g., oral contributions to class discussion, participation in class activities),
involvement outside of class (e.g., readings not assigned for the class related to course
content, participation in on-campus activities related to course content, talking with
others about course content, posting comments on the discussion board), and number of
absences/tardies. Most importantly, it is your responsibility to keep track of this
information on a DAILY basis! You must develop an entry for each day of class—if you
are absent or tardy you must make an entry explaining why. I have provided you with a
template for keeping these daily log entries.
Use the following criteria to assess your participation in this class:
A = Outstanding participation (typically completely prepared for class having read all
of the required readings and completed any assigned activities, provided substantial
evidence of preparation, contributed to the classroom experience for self and others,
allowed/encouraged others to contribute in class; had insightful comments/questions for
classmates and instructor; took a leading role in class activities; substantial outside of
class involvement); was absent only one or two times.
B = Good participation (sometimes prepared for class having read required readings
and partially completed assigned activities; provided some evidence of preparation;
offered good comments and took an active role in class activities; significant outside of
class involvement); was absent three times.
C = Average participation (responded to questions adequately; moderately prepared,
participated in class activities; some outside of class involvement); was absent four times.
D = Poor participation (often poorly prepared; responded to questions, but
briefly and with little elaboration; came to class late; little outside of class
involvement); was absent five times.
F = Insufficient participation (came to class, but typically contributed little or
nothing; continually arrived in class more than 10 minutes late); was absent more than
five times.
The Participation Log
You will write a brief paper (approximately 1 page at the end of the term) to be turned
in with your daily log and evidence in which you argue for the letter grade you should
receive. Please refer to (1) the daily log entries, (2) any evidence you provide, and (3) the
criteria above for your participation grade justification. Evidence can include, but is not
limited to: preparing to participate boxes, completed critical and media interactions,
library tutorials, or reflections on communication events.
2015
Enhancing Classroom Climate through
Communication Practices
October 29th
Hosted by Monmouth College
2:00—3:00
Morgan Room
Site Coordinators:
Lori Walters-Kramer and Bridget Draxler
Workshop Presenter:
Cheri J. Simonds, Ph.D.
Co-Director of Communication as Critical Inquiry
At Illinois State University
Teacher Immediacy
•
•
What is immediacy?
Behaviors that cause people to like, evaluate highly, and prefer a
communicator (Mehrabian, 1971)
Behaviors that reduce the physical and psychological distance between
communicators
•
•
•
•
•
•
Nonverbal Immediacy Behaviors
Posture
Movement
Gestures
Eye contact
Vocal variation
Touch
•
•
•
•
•
•
•
Verbal Immediacy Behaviors
Use student’s names
Have students use your first name
Use personal examples to demonstrate concepts
Encourage out-of-class communication
Give only positive feedback to individuals in class
Give thorough feedback on assignments
Ask how students feel about assignments and due dates
•
•
•
•
•
Advantages of Immediacy
Enhances student learning
Leads to better teaching evaluations
Moderates CA in students
Moderates credibility loss when negatives occur
Positively affects classroom climate
•
•
•
•
Disadvantages of Immediacy
Requires a great amount of effort
Student failures may be taken personally by instructors
Must be aware of cultural differences in terms of immediate behaviors
May be more difficult for certain types of instructors (New TAs,
international TAs)
•
•
•
•
Enhancing Immediacy
Practice gestures in a mirror
Have a peer evaluate you
Videorecord yourself
Watch an experienced Communication 110 GTA’s use of immediacy when
they teach the same material as you
Teacher Credibility
Competence
Character
Directions: In this section of this questionnaire, we’d like you to report your general impressions
today’s guest instructor. Listed below are sets of opposite terms and phrases. For each set of
terms or phrases, place an “X” on the blank closest to that term that best represents your feelings
toward today’s guest instructor. Again, there are no right or wrong answers; simply record your
first impression.
Intelligent
1
2
3
4
5
6
7
Unintelligent
Phony
1
2
3
4
5
6
7
Genuine
Inexpert
1
2
3
4
5
6
7
Expert
Insensitive
1
2
3
4
5
6
7
Sensitive
Competent
Incompetent
Dishonest
1
2
3
4
5
6
7
Honest
Cares about me
1
2
3
4
5
6
7
Does not care
about me
Moral
1
2
3
4
5
6
7
Immoral
Self-centered
1
2
3
4
5
6
7
Not self-centered
Concerned with me
1
2
3
4
5
6
7
Not concerned
with me
Uninformed
1
2
3
4
5
6
7
Informed
Not understanding
1
2
3
4
5
6
7
Understanding
Bright
1
2
3
4
5
6
7
Stupid
Untrustworthy
1
2
3
4
5
6
7
Trustworthy
Honorable
1
2
3
4
5
6
7
Dishonorable
Has my interest at
heart
1
2
3
4
5
6
7
Does not have my
interests at heart
Unethical
1
2
3
4
5
6
7
Ethical
Untrained
1
2
3
4
5
6
7
Trained
Teacher Clarity
Content
Process
Teacher Clarity Report
(Simonds, 1997a)
My instructor:
*is clear when presenting content.
very often some- almost never
often
times never
_____ _____ _____ _____ _____
uses examples when presenting content.
_____ _____ _____ _____ _____
relates examples to the concept being discussed.
_____ _____ _____ _____ _____
uses the board, transparencies, or other visual aids
during class.
_____ _____ _____ _____ _____
gives previews of material to be covered.
_____ _____ _____ _____ _____
gives summaries when presenting content.
_____ _____ _____ _____ _____
stresses important points.
_____ _____ _____ _____ _____
stays on topic.
_____ _____ _____ _____ _____
clearly explains the objectives for the content
being presented.
_____ _____ _____ _____ _____
defines major/new concepts.
_____ _____ _____ _____ _____
*communicates classroom processes and
expectations clearly.
_____ _____ _____ _____ _____
describes assignments and how they should
be done.
_____ _____ _____ _____ _____
asks if we know what to do and how to do it.
_____ _____ _____ _____ _____
prepares us for the tasks we will be doing next.
_____ _____ _____ _____ _____
points out practical applications for course-work.
_____ _____ _____ _____ _____
prepares students for exams.
_____ _____ _____ _____ _____
explains how we should prepare for an exam.
_____ _____ _____ _____ _____
provides students with feedback of how well
they are doing.
_____ _____ _____ _____ _____
provides rules and standards for
satisfactory performance.
_____ _____ _____ _____ _____
communicates classroom policies and
consequences for violation.
_____ _____ _____ _____ _____