1.7: Engaging in Class Discussions
- Page ID
- 304742
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A. Preparing for Effective Discussion
Check out the PPTs below for tips for preparing for an effective class discussion. The PPTs are specific to the research topic for each semester, so choose your semester for sample discussion questions that match your topic.
Fall: Preparing for Class Discussion
Spring: Preparing for Class Discussion
Summer: Preparing for Class Discussion
B. Types of Discussion Questions
When you meet with your class to discuss an article, you should have two purposes in mind:
- Making sure everyone in the group has a basic understanding of the article.
- Digging deeper into the ideas presented to analyze, make connections, and evaluate ideas.
To reach these two goals, you need to prepare questions that reflect each purpose.
PURPOSE 1: COMPREHENSION (Understanding the Article)
What are some examples of questions that will help your group to discuss their understanding of the article? Write them here.
PURPOSE 2: ANALYSIS (Digging Deeper, Thinking Critically)
What are some examples of questions that will help your group to dig deeper into the meaning of the article to analyze, make connections, and evaluate the article’s ideas? Write them here.
C. Writing Effective Discussion Questions
The purpose of the discussion questions is not only to make sure your classmates understand the reading, but also to help them connect or think critically about it. You should have a mix of both types of questions. Avoid "Yes/No" questions, as they are often very boring. It’s better to use "Wh-" questions.
Questions for Comprehension
- Analysis: "Why..." "How would you explain..." "What’s the importance of..." "What’s the meaning of..."
- Clarification: "What is meant by..." "Explain how..."
Questions for Critical Thinking
- Compare/Contrast: "What’s the difference between..." "What is the similarity between..."
- Cause/Effect: "What are the causes/results of..." "What connection is there between..."
- Pro/Con: "What are the advantages/disadvantages of..."
- Problem/Solution: "What could be a potential solution for..."
PRACTICE: Writing Class Discussion Questions
Fill in the chart with two discussion questions about the articles you read for homework. Categorize your questions. See the examples below.
|l|l|l| & PURPOSE & QUESTION TYPE
What is Rifkin’s main argument? & comprehension & analysis
| The Pew Center article focuses on major concerns of several |
| countries, many of which see immigration as a negative |
| aspect of globalization. The article was written in 2007 and |
| refers to surveys conducted in the early 2000s. How have |
| these concerns about immigration evolved over the past |
| decade and a half? |
& critical thinking & compare/contrast
Notice how the second sample question provides context sentences before asking the question. For critical thinking questions, adding context helps to anchor the question within the text, and then the question itself moves to thinking outside the text, allowing you to bring in your own knowledge and personal experience.
| QUESTION | PURPOSE | QUESTION TYPE |
|---|---|---|
| comprehension critical thinking | analysis clarification compare/contrast cause/effect pro/con problem/solution | |
| comprehension critical thinking | analysis clarification compare/contrast cause/effect pro/con problem/solution | |
| comprehension critical thinking | analysis clarification compare/contrast cause/effect pro/con problem/solution |
After you’ve written and classified your questions, review them to see if adding context sentences might help your classmates to understand where you are coming from with each question. Then copy and paste your questions into the shared class Google Doc.
D. Useful Phrases for Class Discussion
This chart contains several phrases that are useful for moving class discussions forward and including everyone. Practice these phrases.
|c|c|
| Highlight Information |
| - So, what does \(\mathbf{X}\) mean? |
| - How can we interpret this? |
| - What are the implications of \(\boldsymbol{X}\) ? |
&
| Check Understanding |
| - Is everyone with me so far? |
| - Are there any questions at this stage? |
| - Would anyone like me to run through this again? |
| Clarify Questions |
| - So you want to know about... |
| - Do you mean... |
| - If I’ve understood your question, you want to know about... |
&
| Avoid Questions |
| - That’s not really what I had in mind. |
| - That’s a bit outside the scope of our topic. |
| - Let me check that for you and get back to you. |
| - Perhaps that’s a question for another day. |
| Change Topic |
| - If we could turn to... |
| - My next point is... |
| - Let’s move on to... |
| - That finishes our discussion of... |
&
| Interrupt |
| - I’d like to discuss it further, but I think it’s time to move on. |
| - Could I just stop you there- |
| - If I just might add- |
| - Let’s just get back to our topic first. |