Hi Rod and everyone,
I use discussion questions in my Social Psych class, but I don't
think I do it very well, and I'd appreciate some pointers. I'm doing the
class in a discussion style, with minimal lecturing on my part, and noticed
early in the semester that, despite the emphasis that was placed on doing
the reading, a significant percentage of people weren't doing it. So, I
went to a "forced" situation of having people turn in the major points from
the reading along with two questions for discussion. This has helped the
class by encouraging people to do the reading, but I don't think I've taken
advantage of the discussion questions as much as I could.
I don't think it's complicated, as I think about it; perhaps it's as
simple as going around the room and asking people what their questions are,
writing them down, and using the most common or interesting three or four to
start a class discussion.
I wonder increasingly about the interaction between the personality
of the instructor and different modes of teaching. I like having discussion
classes, but have difficulty having the patience to allow students to
develop their own discussion threads. I believe that they learn from having
to do that, but have trouble sitting still and not "joining" the discussion
myself. I have them do small groups often as one way of taking myself out
of the discussion.
Still learning after all these years (I hope),
Joe Hatcher
Ripon College
Ripon, WI 54971
> ----------
> From: Rod Hetzel
> Reply To: Teaching in the Psychological Sciences
> Sent: Friday, November 9, 2001 7:15 AM
> To: Teaching in the Psychological Sciences
> Subject: discussion questions
>
> Hi everyone:
>
> Does anyone here require their students to develop and submit potential
> discussion questions on the assigned readings to be used as a basis for
> discussion in a given class period? I've done this occasionally in the
> past on a somewhat sporadic basis that wasn't integrated very well into
> the entire course, but am thinking about making this a more central part
> of my course.
>
> My goal for doing this is to get students to read the material before
> the class session, to process the information deeply enough so that they
> can pose thoughtful and intelligent questions for futher discussion in
> class (not just "What is psychoanalysis?" but rather "What are the
> similarities and differences between psycholoanalysis and more
> contemporary object-relations therapies?"), and to help create a
> classroom environment that encourages greater participation and
> discussion.
>
> For instance, if a class meets weekly on Tuesday, I would require that
> each student read the material and submit two thoughtful discussion
> questions by Monday afteroon. I would then review the questions and use
> that as a springboard for the class session on Tuesday. This way I
> wouldn't be presenting a dry lecture on material that they may or may
> not have read, but I would be helping them to learn the material by
> facilitating a discussion on particular questions and issues that
> intrigued them.
>
> Some questions I have for you:
>
> How to I encourage students to actually read the material and develop
> thoughtful question instead of just skimming through the chapter and
> turning the headings into questions?
>
> Do I make this part of their grade? If I do, should I give more points
> for questions that demonstrate a deeper processing of the material?
>
> Has anyone here ever done something like this on a regular basis with
> your courses? How did it work out? Any pitfalls I should be aware of
> or things I should do to help ensure the success of this activity?
>
> Thanks in advance for your help with these questions.
>
> Rod Hetzel
>
> ______________________________________________
> Roderick D. Hetzel, Ph.D.
> Department of Psychology
> LeTourneau University
> Post Office Box 7001
> 2100 South Mobberly Avenue
> Longview, Texas 75607-7001
>
> Office: Heath-Hardwick Hall 115
> Phone: 903-233-3312
> Fax: 903-233-3246
> Email: [EMAIL PROTECTED]
> Homepage: http://www.letu.edu/people/rodhetzel
>
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