Table 7: [Conversation] Class Discussions: Managing the Dominant and Invisible Students

Abstract

*No special preparation required*àWelcome to ITL and this table! Join your fellow Mason instructors to informally discuss this table's topic. At the table, you will find desk copies of related resources (digital versions are available below), and an experienced Mason colleague who has experience and strategies related to this topic.ààNot sure what to talk about?ààHere are some conversation starters:

• Share a little about yourselves:à

  • Department

  • Years at Mason

  • Courses you are teaching

  • What excites you about teaching?

• What brought you to this table?

• What are some of the reasons you can imagine to explain why a student might talk a lot more or a lot less than you hope?

• What goals do you have for your class discussions? How do they support student learning, when they go well? What other kinds of student activities could also help students achieve similar learning?

• How can you explain to and/or model for students what kinds of discussion responses would most support their learning in your class?

• What kinds of ââ¬Åpauseââ¬Â strategies have you used to help everyone begin a discussion on an equal footing (providing discussion questions in advance, think-pair-share, write for 30-60 seconds about an issue or question, e.g.)?

Have an example or resource to share?ààSubmit through this link and we'll upload it after the conference:àhttp://library.gmu.edu/publishing/submitàStill have questions?ààLeave a post it note on the table sign at the end of the Share-a-thon or email your questions toàstearns@gmu.eduàààADDITIONAL RESOURCES:à