Insight #2: While discussions in the classroom are hard, they are worth the trouble because discussion-based learning empowers students to use their voice and be more engaged in their education.
Insight Approach
Let students’ voice be the main voice in the room. Project-based learning and discussions engage students more than anything you may say in a lecture (Reinhart, 2000).
Ask good questions that make students think. Open-ended questions allow students to explain their thought process, and vocalizing ideas helps solidify their learning (Reinhart, 2000).
Be transparent with students. Let them know why you are asking these questions and what the learning outcomes are (Reinhart, 2000). This promotes a type of learning that is not focused on rote memorization, but rather one that focuses on the process of learning. Being critical and thoughtful to how one learns is a skill that students can use throughout their life.
Insight
Experience/ Research
This past semester, I had the chance to lead discussions with middle and high school students on the topic of socio-cognitive skills, such as growth mindset. Through these discussions and readings from experienced educators, I realized what makes a productive discussion and what makes a poor discussion. As a result, I learned a few do's and don'ts in terms of getting students to use their voice in the classroom.
In a particular discussion on growth mindset, students were given a survey activity to which we would discuss their results afterwards. Growth mindset-based questions and learning process-based questions were asked. For example: “Name a time when you've used a growth mindset? When did you have a fixed mindset? How did that affect your outcome?” and “Why do you think we took this survey? What do you think the survey is trying to show?”
Students reflected on their experiences and heard other people’s experiences. One student claimed that they never thought about their thought process to learning that way until another student shared how they used growth mindset in a regimented class like math. Such discussion was far more engaging than a lecture on growth mindset would have been. Encouraging a discussion based learning experience contributes to many benefits, such as exploring different viewpoints and perspectives, taking ownership for co-creating knowledge within the classroom, and encouraging active listening (Brookfield & Preskill, 2005). See below for further benefits to classroom discussions.
However, there are also barriers that can prevent people from participating. It can be hard for educators to engage students, especially young adolescents. Young adolescents tend to going through a phase where they are insecure and self-conscious (Reinhart, 2000). Discussions can bring out out-going people while limiting shy students. In my experience, I was quick to call on people that were willing to speak. Only after the discussion was over did I realized that some students didn’t speak much. However, their survey results showed that they had significant experiences to share. In order to change that, we should be cognizant of the personalities in the room and make sure that every student gets the opportunity to share. This can be done by splitting up into pairs before discussing in a large group.
In addition, during the moments when no one was speaking, I felt the pressure as an educator to fill the silence. I shared my own experience about growth mindset; an experience that many students related to as well. However because I shared, I prevented a student from sharing a similar experience to their peers, further shifting the conversation to a lecture. One way to engage people to speak is to ask the class to think individually for a minute or two before we discuss at a group. This allows for independent thought and preparation for every student to share. Reinhart claimed that an educator should never say what a kid can say. In this sense, don't be afraid of silence by stating what should be said to get the discussion going. Allow students to think, share, and bounce ideas off each other.
Future Steps
This insight is also important to put in our educator's toolbox. In any situation, it is significant to make sure every person's voice is heard, respected, and considered. As I continue to expand my horizons in the workforce, I intend to practice a dialogue-manner in any work associated project and task. For example, during a meeting, it is helpful to discuss decisions before making a decision that affects the entire organization. This discussion allows for different ideas to be shared and for everyone to feel a part in the discussion making process. In a work-based setting, the higher, tenured employees may have a stronger pull in discussions which can prevent younger, newer staff from participating and contributing new ideas. As an organization, it is important to address this power dynamic and work towards a more diverse, balanced discussion participation. In my future endeavors, I hope to engage and promote this type of discussion that allows every person to contribute their insights in a dialogue-manner.
Furthermore, I will practice the ,"Never say something a kid can say" idea while working with students because I recognize that having the student vocalize what they learned is the best way for them to retain the information.