Learning to Discuss
Strategies for Improving the Quality of Class Discussion
Bibliographic Data
| ID | 11063028 |
|---|---|
| Authors | Jocelyn A Hollander (0000-0002-5072-191X, corresponding author) |
| Year | 2002 |
| Volume | 30 |
| Issue | 3 |
| Pages | 317 |
| Publication date | 2002-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/3211480 |
| OpenAlex | W2141501798 |
| Language | EN |
| Citations received | 9 |
| References cited | 6 |
This paper describes a strategy for improving the quality of class discussions. I argue that discussions are often unsatisfying for two reasons. First, students and teachers tend to emphasize individual contributions rather than the collective process of discussing. Second, teachers tend to emphasize discussion performance rather than the development of discussion skills. I describe a multi-part exercise that addresses both of these issues and illustrates its effectiveness with excerpts from student self-evaluations. Students often write that this exercise helps them develop their speaking and listening skills and improves the overall quality of class discussion
Class (philosophy · Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Quality (philosophy · Sociology · Education and Critical Thinking Development · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 9 |
|---|---|
| Citations per year | 0,39 |
| Citation span | 2003 - 2023 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |