Stop me if you’ve heard this one… 

What’s the quickest way to quiet a boisterous class?  Tell them you’re having a class discussion.

So many class discussions crash and burn – blank stares from 80% of the students while a handful of extroverts take turns talking – that it’s almost a rite of passage for new teachers.  But don’t give up!  With a few minor tweaks, your next class discussion can be more inclusive, more meaningful, and more fun.

So what makes a great class discussion?

5 traits of a great class discussion.

1. Engaging: The conversation elicits voluntary participation from a wide mix of students. 

2. Student-led: Student comments carry and propel the conversation with limited guidance from the teacher.

3. Respectful: Discussion norms support respectful disagreement.  A range of perspectives are welcome and freely expressed.

4. Challenging: Students must think critically to express new perspectives or make new connections. Their analysis is supported by evidence or examples.

5. Purposeful: A deeper understanding of academic content is possible as a result of the discussion

Now that we can envision the goal, let’s dive into how to achieve a meaningful class discussion.

Tip #1: Choose an intriguing text.

• The discussion needs a topic, of course.  But the discussion will be more academic, not to mention easier for students to participate, if there is a text to which to refer.

• Find a provocative article, an appealing short story, a captivating poem, or other interesting text to serve as the foundation of the conversation.

• The text should be short (one page or less is best) and be open to multiple interpretations.

Example: The teacher uses an article titled “How Social Media Amplifies Misinformation” to supplement a unit on digital citizenship, rhetoric, or propaganda.

Tip #2: Identify the discussion goals and learning objectives.

• Goals keep the conversation focused and help students see the connection between a discussion and the larger academic unit.

Example: A class discussion on misinformation could have the following goals:

Students will identify types of misinformation 

Students will determine strategies for fact-checking information

Students will explain the potential consequences of misinformation

Tip #3: Guided reading of the text.

• Students need time to read the text.  This typically occurs at least one day before the discussion.

• Provide a graphic organizer or reading questions for students as they read.

• Ask that students find textual support to support their answers and analysis.

Example: As students read “How Social Media Amplifies Misinformation” they should complete a graphic organizer with sections titled:

The main ideas of the article are…

What I’m still not sure about is… 

Connections to my life…

What I agree with is…

What I disagree with is…

The implications are…

One question I have is…

Tip #4: Create an expectation of inclusivity and respect.

• Go over norms and expectations for the discussion.

• Explain how you’ll assess the discussion.

• Provide students with sentence frames to support academic conversation. 

• Move desks into a circle. (optional)

Example discussion norms:

This is not a debate. The goal is not to “win”, but to deepen our understanding of complex ideas.

Listen to what other students are saying without interrupting.

Practice civil discourse. Disagree with comments, not people. Seek a deeper understanding and appreciation of diverse opinions.

No side conversations; one person speaks at a time.

Watch your time. Give others a chance to talk.

Tip #5: Strategically guide the discussion when needed.

Ideally, the conversation is student-led and the teacher participates very little.  In reality, you’ll need to step in and guide the discussion with the right question at the right time.

Questions to get the discussion started: 

What seem to be the main ideas of the author in this article?

What part of the text stands out as something you agree with?

Questions to keep the discussion going: 

Is there anyone else who hasn’t had a chance to speak yet that would like to?

Does anyone have a different perspective on that part of the text?

Questions to bring the discussion to a productive end:

How might the ideas in the text relate to us personally?

Any last thoughts before we wrap up?

Tip #6: Reflect

Students should reflect on what went well, what they would do differently next time, and how their understanding of the topic evolved as a result of the discussion.

How to Support Reluctant Students

Class discussions can be intimidating for shy or introverted students. Here are strategies to help reluctant participants:

Pre-Discussion Conference: Meet with hesitant students before the discussion to review their preparation sheet. Ask which comment they’re most proud of or feel most confident about sharing.

Highlight Strengths: Point out a particularly strong comment or reflection on their preparation sheet and encourage them to share it during the discussion.

Question Starters: Ask reluctant students to begin the discussion by posing a question. This can be one of their own or one you provide.

Buddy System: Pair reluctant students with more confident peers. Have them read each other’s preparation sheets and prepare responses to one another’s comments.

Gradual Participation: Set small, achievable goals for reluctant students, such as contributing one comment per discussion, then gradually increasing expectations.

Final thoughts on class discussions:

Your students already know how to write.  What most don’t know is how to write an academic essay.  Your students know how to read – or at least decode words – but, likely, they don’t how to break down a grade-level text.

The same is true with discussions. 

Kids already know how to speak in class. They need help articulating ideas, with textual support, in a way that pushes forward an academic conversation. The tips listed above can help you support your students in that process.  Happy discussing!