“Discussion is impossible with someone who claims not to seek truth, but to already possess it.”
-Romain Rolland
Do you ever feel like you do all the talking? Do you feel like your students tune you out, or are disengaged, or just rely on you to do the thinking for them?
If you do, you’re not alone. The traditional classroom model structure – with students in rows and a teacher talking in front of them – often creates an environment where the teacher feels like they’re “on stage” in front of an audience who may or may not be interested in the performance. This often leads to highly teacher-centered instruction, with student input pushed to the margins.
Here’s what often occurs within traditional classroom discussions:
- The teacher has control over the flow of discussion and asks the questions.
- As students answer, they only speak for a few seconds.
- The teacher is the one who responds to and elaborates on the answer. In fact, well over 80% of all talking is done by the teacher.
- Students raise their hands to speak, and when called they are concerned with being deemed “right” in the eyes of the teacher.
- Students listen and learn from teacher; they are not interested in one another.
- The majority of students may sit quietly, not necessarily engaged or even listening.
Educational researcher John Hattie sums it up: “We know from analyses of classroom observations, that some teachers ask 200 to 300 questions per day. They speak a lot. Most teachers say they speak for 40 to 50 per cent of the time. It is more like 80 per cent of the time.”
This is not to discredit classroom discussions entirely. They play an important role within the larger scope of the curriculum and serve as an effective means for a number of goals. And when done right, perhaps with a few of these methods or a few of these, classroom discussions can be very valuable learning times. I’ve written previously of how even little techniques, like Wait Time, can transform the conversations we have.
However, the detriments are obvious: traditionally, class discussions are centered on the teacher’s talking, thinking, and leading, and students may only be engaged for seconds at a time.
Bringing in the Student-Led Seminar Discussion
One way to have a more student-centered discussion – in which they do the talking, thinking, and leading – is through a more seminar style discussion format. In this setting, students freely share thinking with one another without that pesky, interjecting teacher getting in their way.
But how do you get students to do this? Well, you can’t just throw them in a circle and command them to discuss. Here are some steps that many instructors use to get their students involved in truly productive student-led discussions:
1. Seminar Questions: Assign multiple seminar questions to the class. A seminar discussion question does not necessarily have a “right” answer at all, but is designed to open up multiple viewpoints and thoughtful consideration from the group.
2. Time to Think and Prepare: Before actually getting to the discussion, give students time to think about each question on their own. Many teachers like students to record their perspectives, quotations from stories, and questions of their own.
3. Arrange Discussion Groups: Students don’t have to discuss all the questions they’re assigned – they only need to discuss one. Assign students to groups, or have them select which question they’d like to discuss. The smaller groups give ALL students a chance to participate; they can’t hide or be drowned out by the full crowd.
4. Share Expectations: Now that students have prepared notes with their own thoughts, quotes, and questions, they have done their individual prep for a meaningful discussion with one another. Teach students what a good discussion between them looks like, including how they share thoughts, listen respectfully, disagree openly, and ask questions of one another. Also remind them that you, the teacher, will NOT be participating! If it gets awkwardly silent (which it may from time to time), you’re not going to rescue them. It’s also okay to give them a timeframe for how long they will likely have to hold a conversation with one another.
5. And now…Begin the Discussion: There are many different ways to actually have students discuss. Some teachers like to have student groups discuss simultaneously; others prefer one group discussion while others listen in. If this is your class’s first student-led discussion, it may be best to arrange students in two concentric circles: students in the inner circle are the ones discussing a certain question, and students in the outer circle are listening in on their conversation and taking notes. After a certain period of time elapses, switch to the next group!
6. Everyone Should Take Notes: Once students begin discussing, your role shifts to listening and note taking. If you like, you can record and grade what kind of contributions each student is making to their group’s discussion, and offering feedback on their “skill” as a thoughtful contributor. Students who are sitting on the side, too, should be writing down the interesting comments their classmates are making. Everyone has a stake in the conversation.
7. Reflect: Student-led discussions are great for getting students to explore certain content, but they’re also great for teaching small group discussion skills. Spend time after the discussion reflecting with students on what kind of contributions they made, what they learned from one another, and what they could do to have an even more effective discussion next time.
Changing the Shape of the Classroom and the Discussion
Now, with a student-led discussion, students don’t sit in rows, don’t rely on the teacher, and don’t silently keep their thoughts to themselves. Instead of the teacher hogging the attention, students’ thinking comes to the forefront and they are given the opportunity to freely explore their ideas through a thoughtful conversation with one another.
When we intentionally change the expectations and even the physical layout of the classroom, we change the way students engage in the learning. When teachers allow themselves to get out of the way, students will surprise us with what they know and what they can do. And the outcomes are significant.
- Students do the vast majority of the talking.
- Students’ comments are longer and more thoughtful.
- Students ask authentic questions.
- Students rely on one another for insight and depth into the content.
- Students retain more information, since they have more personal experience and stake in the content.
- Students build their conversational and collaborative skills.
With outcomes like these, it’s difficult to resist bringing student-led seminar discussions into your classroom.
This is one great method for facilitating student-led discussion in your classroom. What are some other methods you’ve developed? Share your experiences in the comments