https://teaching.claremont.edu/wp-content/uploads/2016/10/logo-300x62.png 0 0 claremontctl https://teaching.claremont.edu/wp-content/uploads/2016/10/logo-300x62.png claremontctl2016-11-02 11:30:292016-11-02 11:30:29Assign a variety of speaking activities to increase student engagement.
- Assign students to lead class discussions to provide leadership opportunity for students and to more fully engage all students in the discussion.
- Ask students to share their plan for the discussion either in-person or in writing.
- Provide resources to students for leading effective discussions.
- Pomona faculty member Jon Moore has shared syllabus excerpts describing requirements for student-led discussions. Syllabus Excerpts.docx
- Assign students to summarize the key points from the previous class
- At the beginning of each class assign a student to summarize the key points from this class at the beginning of the next class.
- Require that students make reference in the summary to at least one student comment or question from that previous class
- Ask students to present one question that arose for them while thinking about the key points
- Ask students to present a contemporary comparison
- Ask students to prepare a comparison between the class material and something from contemporary life (e.g., from a newspaper, blog, video, song, book, etc.) that strikes them as in line with or contrary to one of the key points discussed in previous class.
- Assign students to critique any point they wish from the previous class
- Student pick a claim that came up in the previous class or in the reading (stating and explaining the claim).
- Students present an original objection to the claim, explaining and defending their reasons.
- Ask student to consider how one might reply to their critique.
- Create a debate
- Team A has 5 minutes to present their position and the reasons for it
- Team B has 1 minute to consider how they wish to object and then 3 minutes to present their objection.
- Team A has 1 minute to consider how they wish to reply and then 3 minutes to present their reply.
- Then Team B has 5 minutes to present its position and so on.
- The rest of the class can then ask questions of each team.
- Pomona faculty member Julie Tannenbaum has shared homework excerpts describing requirements for class debates. DebateJT.docx
- Varying the structure of discussion can increase students’ engagement.