Strategy Spotlight: Student Discussion
Preface
When students talk about what they are learning, they learn more. There is simply no disputing this fact.
Come to think of it, it is sad to ponder about how many years we tried to get students to stop talking in class. Talking to others, and to ourselves, about grade-level content helps us to process and synthesize our learning and then attach it to long-term memory.
Though students can learn without discussion, their learning is ripened and hardened by collaborating with others. In fact, it is not a stretch to say that we have not learned something until we have talked about it. It might be best to view discussion as verbalizing our cognitive reasoning.
What the research says: The research on discussion and peer-to-peer talk has been wide-ranging and consistent in showing positive correlations to achievement over many years. In Hattie’s meta-analyses, classroom discussion has an effect size of 0.82.
In short, research shows that students learn more when they actively participate in their learning, rather than just passively listening. Studies have also shown that “student participation, encouragement, and peer-to-peer interaction was consistently and positively related to the development of critical thinking skills” (Howard, 2015, pp. 6). Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015).
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Across disciplines, educators report that productive class discussions are instrumental to learning (Gee, 2004; Lemke 1990). Still, productive discussion remains relatively rare in many classrooms - especially in schools characterized by high poverty rates and significant numbers of culturally and linguistically diverse learners (Gallimore et al., 2014; Pianta & Hamre, 2009). The quantity of student talk is not enough to create a productive discussion. Classroom research has shown the quality of student talk is equally important (Smith & Stein, 2011; Truxaw & DeFranco, 2008).
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As teachers learn the best methods for academic discourse, it is a good idea to consider a few questions regarding purpose and pacing. Is this a good time in the lesson for students to stop and discuss? What are the students supposed to be talking about? How long should this discussion go on? How might students report out? Remember that learning is the only true outcome of any discussion protocol. If the students didn’t learn, the activity and directions we gave them were not sufficient.
Benefits of Discussion
INCREASES ENGAGEMENT and LEARNING
Learning increases when students are provided opportunities to discuss their new knowledge and skills with others. Discussion activates cognition. It provides time for processing new information and making connections among subjects and topics in a way that makes sense to learners.
MAKES LEARNING MEANINGFUL
Discussion is a fun and interactive way for learners to process new information. Talking and collaborating with others comes naturally for students and provides them a safe space to agree, disagree, and ask relevant questions. A friendly debate and lively discussion engages students in meaningful learning.
DEVELOPS ACADEMIC LANGUAGE
A well-designed discussion activity requires students to verbalize their learning and use of academic vocabulary (Tier 3 words). The complex vocabulary terms that are critical to learning core subjects are challenging for most learners. Using those terms in classroom discussion gives students a chance to pronounce them, define them, and use them in context.
BUILDS CLASSROOM COMMUNITY
Classroom discussion gives students an authentic and safe space to meet their classmates. Discussion protocols can be designed to randomize student pairs and groups and equalize opportunities for students to speak and share their ideas. If they are well planned, discussion activities can lead to mutual respect among peers and shared celebrations of learning.
Classroom Considerations
Higher-Order Questioning
The secret to meaningful discussion is asking meaningful questions. Discussion among students around complex questions activates their senses and deepens their learning. The questions we ask should be sufficiently challenging to help students gravitate closer and closer to the complexity of the grade-level standards and objectives.
Pairs and Small Groups
Both whole group and small group discussion can be equally effective if the questioning and response techniques are designed well and paced appropriately. The simplest step to increasing student discussion time in class is utilizing a variety of turn-and-talk protocols. For these discussion opportunities to be effective, students must have a specific task like discussing their answers (error analysis), a tight and manageable timeframe (pacing is critical), and a simple method to record their thinking (sticky notes).
Movement and Team Challenges
Students stay more engaged physically and cognitively when they are provided opportunities to move frequently. Classroom discussion allows for students to move quickly to another desk or table or join a group challenge or competition. Developing a simple and efficient grouping and re-grouping strategy is a great tool for teachers to have on hand in planning lessons or as an impromptu move to use when students appear tired and tuned out.
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