# Framing the Discussion ## Framing the Discussion To an observer, effective discussions can look seamless. A question or two seems gets the conversation started, and students take it from there, sharing insightful perspectives, building on each other’s ideas, succinctly articulating the instructor’s key takeaways, all in perfect time. But the “behind-the-scenes” work to frame a discussion -- creating a space where daring, student-centered conversations can flourish; being clear about discussion objectives; asking the right, generative questions -- requires significant up-front planning. What steps can we take in advance and in the moment to facilitate rich and objective-driven discussions? How can we keep up with a dynamic conversation while guaranteeing our objectives are met? When should discussion call for small groups instead of the whole class? How can students themselves play a role in framing the discussion? In these videos, featured professors discuss their approaches to ensuring they get the most out of discussions and focus them meaningfully. ![bg](/sites/g/files/omnuum10466/files/styles/hwp_28_10__1920x685/public/instructionalmoves/files/framingheader.jpg?itok=k1epBYEd) ## How can I use my own voice more intentionally to both challenge and encourage students' thinking? [### Asking questions that probe for deeper understanding ](/asking-questions-probe-deeper-understanding) ![Todd Rakoff describing his teaching practice](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.3.jpg?itok=59FQJlpJ) [### Designing focused discussions for relevance and transfer of knowledge ](/designing-focused-discussions-relevance-and-transfer-knowledge) ![Jane Mansbridge making a point at the board](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.1.jpg?itok=52BYGqPJ) [### Designing, scaffolding, and assessing student discussion leadership ](/designing-scaffolding-and-assessing-student-discussion-leadership) ![Students leading a class discussion](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.4.jpg?itok=3UHWG1gI) [### Framing discussion as a three-way conversation ](/framing-discussion-three-way-conversation) ![Students engaged in full group discussion](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.2.jpg?itok=wBRFQgOw) --- ## How can I design small group discussions that better focus and extend students' thinking? [### Getting students thinking and engaging through small-group discussion ](/getting-students-thinking-and-engaging-through-small-group-discussion) ![Students conversing in small groups](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.5.jpg?itok=Ps60zzt2) [### Mixing students up in small discussion groups ](/mixing-students-small-discussion-groups) ![Graudate standing in groups of 4 discussing. Slide projected on screen behind them reads "Tensions & Reflections."](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/bm_001.jpg?itok=tQNjixD4) [### Using small groups to intensify focus and provide safer spaces ](/using-small-groups-intensify-focus-and-provide-safer-spaces) ![Student group of three conversing](/sites/g/files/omnuum10466/files/styles/hwp_16_9__480x270/public/instructionalmoves/files/3.1.6.jpg?itok=ODyWlAXl) ## What does the research say? - A meta-analysis of 225 studies of undergraduate STEM courses found that, on average, examination performance is higher and failure rates lower when students are exposed to active learning pedagogies including in-class small group discussions ([Freeman, 2014](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060654/)) - Pollock and colleagues found higher levels of participation in small group discussions compared to large group discussions. Furthermore, previous academic achievement and ethnic background had less of an influence on participation in small group discussions ([2011](http://www.tandfonline.com/doi/full/10.1080/15512169.2011.539913?scroll=top&needAccess=true)). Further Print Resources Further Online Resources ## Further Print Resources ### [Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching (Vol. 85). San Francisco: Jossey-Bass.](http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787978086.html) Chapters 3 and 4 of *Getting the Discussion Started,* provide an overview for how to plan and start a discussion ### [Christensen, C. R. (1991). Education for judgment: The artistry of discussion leadership. Boston: Harvard Business School Press.](https://cb.hbsp.harvard.edu/cbmp/product/3654-PBK-ENG) In chapter 9, Christensen explores questioning, listening, and response (p. 153-172), components critical for the execution of a successful discussion course ### [McKeachie, W., & Svinicki, M. (2013). McKeachie's teaching tips. United Kingdom: Cengage Learning.](http://www.cengage.com/c/mckeachie-s-teaching-tips-14e-mckeachie) Chapter 5 in *McKeachie’s teaching tips*, provides guidance about how to help students prepare for a discussion (p. 40-41) and how to get a discussion started (p. 41-45) ## Further Online Resources - The Teaching Center at Washington University in St. Louis provides sample questions and general strategies for ["Asking Questions to Improve Learning"](https://teachingcenter.wustl.edu/resources/teaching-methods/participation/asking-questions-to-improve-learning/) - The Harvard Graduate School of Education offers [a variety of powerful protocols for small group work](https://drive.google.com/file/d/1tRtgO3jwzu-Gw1Xu4I8-fa33SNMqbNHr/view) - A blog post from Carnegie Mellon University's Eberly Center for Teaching Excellence and Educational Innovation explores [cognitive, social/emotional, and physical factors](https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/discussions.html) instructors should keep in mind when fostering discussion in their classroom [ Suggested Next Page: Balancing and Pacing arrow\_circle\_right ](/balancing-pacing)