Classroom Discussion

“Classroom discussion is a method of teaching that involves the entire class in a discussion. The teacher stops lecturing, and students get together as a class to discuss an important issue. Classroom discussion allows students to improve their communication skills by voicing their opinions and thoughts. Teachers also benefit from classroom discussion as it allows them to see if students have learned the concepts that they have taught. Moreover, a classroom discussion creates an environment where everyone learns from each other.”

-From Glossary of Hattie’s influences on student achievement

According to Wassermann (2006), five guidelines can build students’ higher-order thinking skills during class discussions. 

  • Listen, Attend, Apprehend:  Teachers commit to listen, attend, and apprehend means that nothing gets in the way of complete concentration on what the student is trying to communicate.

 

  • Clarify What Students Mean: Teachers assume responsibility for not understanding and calls for an understanding through questioning and clarifying.

 

  • Give Students Time: Teachers give students time to think and avoid rushing to finish. 
  • Appreciate Students’ Ideas: Teachers accept and understand students’ contributions and avoid judgments.
  • Accept Lack of Closure: Teachers avoid talking too much, giving too much information, expressing their personal opinions too frequently, or telling students what to think, but rather allow students to communicate their thoughts and ideas with the idea that closure may not happen.

 

 

Why is it an essential part of a school’s mission?

Classroom discussion from Hattie’s study has a considerable effect size of 0.82.  Classroom discussions provide the opportunity for students to discuss what they are learning, why the learning is essential to them, or even express misconceptions around what they are learning.  Teachers can listen to gauge the depth of what they know and expand or challenge their thinking before moving forward.   They also can provide clarity. Class discussion can maximize deeper learning for all.

What are some practical and efficient techniques and tools?

According to FacingHistory.org, there are numerous student-centered teaching strategies to strengthen students’ literacy skills, nurture critical thinking, and create a respectful classroom climate for classroom discussion.

Here are a few ideas:

  1. Contracting:  Develop a classroom contract to create a community of mutual respect and inclusion.
  2. Fishbowl:  Use this discussion strategy to help students practice being contributors and listeners in a group conversation.
  3. Big Paper – Building a Silent Conversation: Students have a written conversation with peers and use silence as a tool to explore a topic in depth.
  4. Give One, Get One: Students seek out and share ideas and information with classmates through this cooperative learning strategy.
  5. Four Corners:  Get all students involved by asking them to show their stance on a statement through their positioning around the room.

How do we know it is working well?

Although Hattie’s research does not give a formula on the process for classroom discussions, he does indicate the role of the teacher.  For example, Hattie warns us that merely delivering classroom discussions with students will not result in “magical increases in achievement” without an understanding as to its role in learning. He notes that many misinterpret its benefit in this way: “it is the feedback to the teacher about what students can and cannot do that is more powerful than feedback to the student.” Feedback to the teacher in itself is agnostic to learning—it is the teacher’s response to the input that drives powerful learning.

Resources

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge. 

Hattie, J. (2018). How robust is student dialogue? [Video file]. Retrieved from https://www.youtube.com/watch?v=0s0xgAChnio

Lessons from John Hattie: Unlocking the Power of Classroom Discussion

Facing History and Ourselves. (n.d.). Teaching strategies. Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies

Wassermann, S. (2010). Effective Classroom Discussions. Educational Leadership,67(5). Retrieved from http://www.ascd.org/publications/educational-leadership/feb10/vol67/num0…