Table 7: [Conversation] Class Discussions: Managing the Dominant and Invisible Students
Abstract*No special preparation required*ÃÂ Welcome 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.ÃÂ ÃÂ Not sure what to talk about?ÃÂ ÃÂ Here are some conversation starters:
Share a little about yourselves:ÃÂ
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 Ã¢â¬ÅpauseÃ¢â¬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.)?