I read a very nice book over the holiday break by Jay Howard, Discussion in the College Classroom.
Howard is a professor of sociology (and Dean) at Butler University, and he’s
published a bunch of scholarship of teaching and learning on classroom discussion.
So this book is based on solid research and nicely referenced.
Howard describes two psychological phenomena that students
experience when in classes where discussion is encouraged (or even required). One
is called civic attention. Students
quickly figure out that they do not really need to pay close attention to the
lecture or class discussion, they only need to act as if they are paying attention. This means that they shouldn’t be looking
at their phones (at least not too often), they should make occasional eye
contact with the professor (but not too much), and perhaps even nod in
agreement (at the right time). Other than that, they can be thinking of
whatever comes into their minds. This norm of civic attention is established
early in each class when students realize there will be no adverse consequences
to this minimal level of engagement. Howard points out that, like every norm,
once this norm is established it is very difficult to change.
The other phenomenon is called consolidation
of responsibility. In every class there are a small number of students that
will actively participate in discussion no matter the topic, and no matter the
relevance or insight of their contributions. These talkers not only take up the
time and space that other students could use to contribute, but they also serve
as a sort of safety valve: when the instructor asks for participation the other
students can relax in the knowledge that the talkers will eventually speak up.
Thus the responsibility for participation is consolidated in the few talkers.
Howard’s research has found that while the non-talkers are grateful to be freed
from this responsibility, they can also become annoyed by the talkers talking
too much, especially if the talkers are not always on-topic or veer into personal
revelation too often. Thus it is potentially damaging to classroom culture to
allow this consolidation of responsibly to solidify, and like civic attention
this dynamic is very resistant to remedy once established.
Fortunately Howard provides many solutions to these problems in
the book. As you likely anticipate, many of these are designed to head these
dynamics off before they start. He emphasizes the importance of the first day
of class: if you expect student participation in class you better ask for it
the very first time you meet. He also suggests that you have a discussion about
discussion where you lay out your reasons for asking for participation (or
better yet, ask them to come up with those reasons) and your expectations for
participation. You could also ask them about their best and worst experiences
with class discussion. They will have stories.
Howard also reports on research about why students do not participate in discussion. He reports
that confidence and preparation are important factors. For me this meant
requiring students to write up analyses of the reading before coming to class.
Howard also suggests that when asking tough questions you give students time to
formulate their answers, perhaps with a one-minute paper or think-pair-share
activity, before coming back to a class-wide discussion. That way students who
are not as quick on their feet are not disadvantaged.
I recommend the book. It was clearly written with a nice mix of
scholarship and practical suggestions.
