This course has been developed with Professor Jay Howard, Professor of Sociology and Dean of the College of Liberal Arts and Sciences at Butler University in Indianapolis, USA. This course includes several short videos and should take approximately 30 minutes to complete. When completed you will:
- Understand the key research findings that underpin effective classroom discussion.
- Identify challenges associated with using discussion as a pedagogical tool.
- Make use of three strategies for overcoming those challenges.
What’s InSIDE
- 30 minutes
- 6 Lessons
- 3 Activities
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More Courses & Resources
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Leading In-Class Group Work
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Learning Styles: Understanding the Myth and the Opportunity
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A Brief Guide to Effective Mini-Lectures
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3 Techniques for Engaging Students in the Classroom
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What Is Active Learning?: An Interview With Derek Bruff
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Introduction to Teaching with Zines
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Addressing Destructive Behaviour in the Classroom: Interview with Chavella T. Pittman
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Climate Action Pedagogy (CAP) Design Challenge
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3 Ways to Encourage Classroom Discussion
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Graduate Student Teachers: Starting Strong
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3 Ways to End a Class
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Improving the Student Experience with Exit Tickets
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Are You on TRAC?: Teaching Essential Research Skills
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‘Picture a Professor’: An Interview With Jessamyn Neuhaus
Webinar recording
Using ‘Reflective Pairs’ To Engage Learners
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Creating An Engaged Classroom
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Deliberate Dialogue: Discussing Academic Integrity in the Classroom
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Fostering Critical Thinking In Discussions
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Classroom Practice: Engaged Lecturing
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Making Large Classes Feel Smaller: Classroom Discussion Strategy
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Limiting Who Can Speak: Classroom Discussion Strategy
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Think-Pair-Share: Classroom Discussion Strategy
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Classroom Practice: Active Learning
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Using Storytelling in Webinars
Tips For Increasing Engagement In Discussions
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Classroom Engagement – 8 Step Model
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Introduction to Reflection-Based Activities for Students
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An Overview of Classroom Engagement
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Using Improvisation in Teaching
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Icebreaker Exercise: The Never-Ending Box
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Taking on a Confident Persona: Exploring Status
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