.Arrange the responses in a way that demonstrates rela- Addressing Common Problems tionships,depth,and possible contradictions(perhaps Ask for responses in writing.To get discussions by developing a concept map).Write only what you want going.ask students to respond to a question in writing. the students to recall of the discussion. Usually five minutes is enough.Encourage them to be Think of questions that promote discussion,not answers creative by using the writing as a chance to brainstorm Some questions should promote discussion of the"big Then inviteoral responses.Often quiet students will picture"while others should probe each aspect of speak up if they have the words before them.Also,writ- the concepts. ten responses ofen lead to more reflective discussions .Listen to the answer,to both the words and to the sub- Moderate the student who talks too much.Avoid text of what the student is trying to convey.If the first an- looking in the direction of the student,as if inviting him swer does not address the issue at hand,ask a question or her to answer,even when no one else is responding. that will direct students to think in a different way. Try"Let's hear from someone who has not yet contrib Give and take control.There will be times when you need uted."Another strategy is to raise the question of par- to control the direction of the discussion or to diffuse in- ticipation with the class,e."Would the class be mor appropriate remarks.At other times,the discussion mus effective if the participation were more evenly distrib- be allowed to flow without any overt control.A hearty uted?"You might also ask one or more members of the discussion may not flow linearly,but as long as the es- class to act as observers for a few class periods,reporting sential points are addressed,do not impose rigidity back to the class.Perhaps assigning the avid talker to the observer role would help sensitivity.Another technique is Move around,going closer to students who are speak- to talk to the student individually outside of class ing,moving toward students who are not participating to bring them into the discussion.Move away from those Use reason to calm the discussion that turns into an who try to dominate. argument.In good discussions conflicts will often arise Here are some ways to resolve them: Ask for responses in writing.To get discussions going. ask students to respond toa question in writing.Usually .If the solution depends on certain facts,ask stu five minutes is enough.Encourage them to be creative by dents to provide the authority. using the writing as a chance to brainstorm.Then invite If there is an experimentally verified answer, oral responses.Often quiet students will speak up if they use the opportunity to review the method by which have the words before them.Also,written responses the answer could be determined. often lead to more reflective discussions. Instruction at FSU Handboo Page 91 Instruction at FSU Handbook 2010 • Arrange the responses in a way that demonstrates rela￾tionships, depth, and possible contradictions (perhaps by developing a concept map). Write only what you want the students to recall of the discussion. • Think of questions that promote discussion, not answers. Some questions should promote discussion of the “big picture” while others should probe each aspect of the concepts. • Listen to the answer, to both the words and to the sub￾text of what the student is trying to convey. If the first an￾swer does not address the issue at hand, ask a question that will direct students to think in a different way. • Give and take control. There will be times when you need to control the direction of the discussion or to diffuse in￾appropriate remarks. At other times, the discussion must be allowed to flow without any overt control. A hearty discussion may not flow linearly, but as long as the es￾sential points are addressed, do not impose rigidity. • Move around, going closer to students who are speak￾ing, moving toward students who are not participating to bring them into the discussion. Move away from those who try to dominate. • Ask for responses in writing. To get discussions going, ask students to respond to a question in writing. Usually five minutes is enough. Encourage them to be creative by using the writing as a chance to brainstorm. Then invite oral responses. Often quiet students will speak up if they have the words before them. Also, written responses often lead to more reflective discussions. Addressing Common Problems • Ask for responses in writing. To get discussions going, ask students to respond to a question in writing. Usually five minutes is enough. Encourage them to be creative by using the writing as a chance to brainstorm. Then invite oral responses. Often quiet students will speak up if they have the words before them. Also, writ￾ten responses often lead to more reflective discussions. • Moderate the student who talks too much. Avoid looking in the direction of the student, as if inviting him or her to answer, even when no one else is responding. Try “Let’s hear from someone who has not yet contrib￾uted.” Another strategy is to raise the question of par￾ticipation with the class, e.g., “Would the class be more effective if the participation were more evenly distrib￾uted?” You might also ask one or more members of the class to act as observers for a few class periods, reporting back to the class. Perhaps assigning the avid talker to the observer role would help sensitivity. Another technique is to talk to the student individually outside of class. • Use reason to calm the discussion that turns into an argument. In good discussions conflicts will often arise. Here are some ways to resolve them: ƒ If the solution depends on certain facts, ask stu￾dents to provide the authority. ƒ If there is an experimentally verified answer, use the opportunity to review the method by which the answer could be determined