Title: Discussion Protocols and Effective Questioning Strategies to Promote Critical Thinking and Student Engagement
Location: Orlando, FL
Date: July 17, 2012
Time: 1:30-3pm
Audience: Pharmacy School Faculty - Mix of junior to experienced faculty
Level: Introductory
Objective(s): At the conclusion of this session the participant should be able to:
1. Explore reasons why asking effective questions facilitates learning.
2. Describe at least three strategies for formulating effective questions.
3. Select and adapt at least two discussion protocols for use in pharmacy education.
Educational Method(s): Small group discussion with large group debrief
Classroom set-up: Roundtables (6 to 8 per table) with table number on tent
Assessment Plan: Check for understanding by questioning participants. Observe and note participation in small group discussions.
Learner Materials/References/Readings: None
Equipment and Supplies:
Markers (colored)
Sticky notes (colored)
Flip chart paper for each table (1)
Possible copies of the protocols
Presentation Content Actions/Materials
Running Time: 1:15
– 1:30
Key Concepts: Class Preparation
Room configuration - determine where value-line will be created
Number each table with tents
Set up tables - markers, sticky notes
(>24), flip chart paper
Running Time: 1:30 – 1:45
Key Concepts: Value-line and group selection
(Seena and Stuart)
1. Display instructions for valueline on slide
2. Ask participants to line-up based on years in academia
(<1 one year on the left to most years on the right)
3. Participants count off (1 to X where X is the number of tablets)
4. Participants go to table corresponding to their count

Running Time: 1:45 – 2:05
Key Concepts: Affinity Map - Effective Questions
1. Without talking to your team mates, write down 3 answers to this question: “What are 3 attrributes that make a question “effective” for the purposes of teaching and learning?” place the sticky note anywhere on the flip chart paper (5 minutes)
2. As a group, organize the sticky note into themes.
Circle the themes created by each collection of sticky notes and label the themes. (5 minutes)
3. Large group debrief (10 minutes) - model effective question techniques
(Seena and Stuart)
1. Display instructions on slide
2. Groups work on affinity map activity
3. Debrief groups by asking for volunteers … call on as many groups as possible … try to keep duplications to a minimum but some themes are likely to be similar in most groups
Running Time: 2:05 – 2:15
Key Concepts: What is a Discussion Protocol … remember CPR
1. Define what is a discussion protocol
2. Concept of CPR - Content, Participation, and
Review/Reflection/Reinforcement
3. Exemplar - explain how did CPR worked in the exercise we just completed
1. Display slides - brief “lecture”
(Seena) (handout on how to start discussion)
Running Time: 2:15 – 2:30
Key Concepts: Questions Strategies
1. Divergent vs. Convergent Questions
2. Cognitive Levels
3. Knowledge Dimensions
4. Question Circles
1. Display slides -
(Stuart) brief “lecture”
Running Time: 2:30 – 2:55
Key Concepts: Single Jigsaw
1. Participants will count off 1-6 or 1-8 and then are assigned in pairs to read one discussion protocol.
2. Discussing in pairs answer the following question:
“Thinking about a course or class that you will be teaching next year, what type of questioning strategy do you see working well with this protocol and why?” (10 minutes)
3. At each table, teach members of your group the procedures for conducting the assigned discussion protocol. (10 minutes)
4. Large group debrief (5 minutes) - model effective question techniques
Provide handout with 4 discussion protocols described: a) Protocol 1-Concept test b) Protocol 2-Thinking hats c) Protocol 3-Expense account d) Protocol 4-Send-a-problem
Running Time: 2:55 – 3:00
Key Concepts: Session Closure
Summary of key concepts ...
How to access additional information on the protocols via AACP site/Stuart’s webpage
Our contact information