Facilitated Discussion
What is it?
“Student engagement is the product of motivation and active learning”1. Motivation
increases interest in concepts while active learning results in student engagement.
Facilitated discussion is a form of active learning that supports integration of concepts
into working memory and encourages students to explore, challenge and participate.
Why is it important?
Studies show student engagement increases learning and retention. Facilitated
discussion can be incorporated throughout a lecture and can be used to link concepts
and clarify understanding.
How do I do it?
Prepare Ahead

Identify the topic, your goals, and timing for the discussion.
 Create guiding or trigger questions for discussion. Perhaps provide prior to class.
Establish Expectations and Create A Trusting Environment

Establish expectations for classroom discussion and implement on the first day.
Include students in establishing ground rules, respectfulness and inclusivity.
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
Create a welcoming environment: open body posture, friendly eye contact, and
moving around the room. Provide positive reinforcements: nodding your head,
smiling, complementing students after they share.
Start with Guiding or Trigger Questions

Begin with open-ended questions to establish understanding then move to
applying, analyzing, and evaluating. Present controversial perspectives for debates.
Examples include: “What caused this to fail?” “Which method is better?”
Next, Discussion Begins

Ask initial question then allow students time to think prior to answering. At least
30-60 seconds is recommended.

To initiate discussion, restate questions and invite students to share their thoughts.

Avoid providing answers. Instead, ask follow-up questions such as “Perhaps, and
then what would happen?” “Excellent. Why?”

Insert probing questions to move the discussion along or to clarify a fuzzy concept.

If the discussion is long, periodically summarize to redirect or maintain focus.

Summarize at conclusion. Emphasize links between discussion and concepts. If time
is limited, continue discussion outside of class or online. Thank them for
participating.

Allow time for debriefing/request students to document key points. Use for future
discussions or assessments.
Participation Catalysts

To learn student’s names, request they state their name then share. If calling on
students directly, learn their names.

Move the discussion around the room, perhaps beginning in a different location
each time. Notify students’ prior so they are prepared to share.

When a student shares, ask others their perspective. Provide positive
reinforcements.

Trouble shooting:
o Share Too Much Students: Try some of these tips: Call on others with a
statement such as “Let’s hear from Kai”; Create a ground rule allowing a
maximum of two comments/questions/answers per class; Speak to the
student outside of class to explain importance of hearing other perspectives
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o Don’t Share Enough Students: Try some of these tips: Start with questions
that have virtually no wrong answers; Initially use more small group
discussion options, such as Think-Pair-Share, and progress to larger group
discussions; Provide specific positive reinforcement when they do share
ideas; Make eye contact inviting participation
Quick Tips
•
Tip 1: Establish participation expectations
•
Tip 2: Create an open, welcoming, trusting environment for discussion and use
positive reinforcements, such as eye contact and complementing comments
•
Tip 3: Ask questions to link concepts/check for understanding
•
Tip 4: Allow 30-60 seconds for students to think prior to asking for responses
•
Tip 5: Address “Share Too Much or Not Enough” students to balance discussions
More Information
1.
Barkley EF. (2011). Student engagement: A handbook for college faculty. San Francisco: Jossey-Bass.
2.
McKeachie WJ et al. (1998). Teaching and Learning in the College Classroom. Boston: Houghton
Mifflin Company.
3.
Brookfield S. Discussion as a way of teaching. Available at:
http://www.temple.edu/tlc/resources/handouts/discussions/Discussion_as_a_Way_of_Teaching.pdf.
Accessed on January 15, 2015.
4.
Linse, AR. Designing Questions. Available at:
http://www.temple.edu/tlc/resources/handouts/active_learning/Designing%20Questions.pdf Accessed
on January 10, 2015.
5.
Vanderbilt Center for Teaching and Learning: Teaching Guides – Discussions. Available at:
http://cft.vanderbilt.edu/guides-sub-pages/discussions/. Accessed on January 10, 2015.
6.
Schreyer Institute for Teaching Excellence. Using Discussion in the Classroom. Available at:
http://www.schreyerinstitute.psu.edu/Tools/Discuss/. Accessed on January 10, 2015.
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