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  • Ask Students to Reflect
    Be Prepared Plan Ahead Learn to Stall Be Honest Don t Fear Silence Rephrase Questions Checking for Understanding Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors Ask Students to Reflect During the last five minutes of class ask students to reflect on the lesson and write down what they ve learned Then ask

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/reflect.cfm (2015-10-15)
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  • Using Quizzes
    Topic Encourage Student Focus Focus with WTL Thinking on the Spot Be Prepared Plan Ahead Learn to Stall Be Honest Don t Fear Silence Rephrase Questions Checking for Understanding Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors Using Quizzes Give a short quiz on important concepts covered in class or ideas from an

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/quiz.cfm (2015-10-15)
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  • Sample Discussion Plan
    Stall Be Honest Don t Fear Silence Rephrase Questions Checking for Understanding Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors Sample Discussion Plan The following discussion plan and questions are based on an essay by Steven Hayward about urban sprawl The discussion plan is designed to produce a focused discussion that meets various

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/sample.cfm (2015-10-15)
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  • Checking for Understanding Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors G oal One to get students thinking about their views on urban sprawl 10 minutes Questions 1 What comes to mind when you think of urban sprawl 2 Where do you see it happening How has it affected your life 3 Do

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/one.cfm (2015-10-15)
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  • Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors T ransition So all of us have our own views on this issue based on what we ve learned or experienced but there are many perspectives Steven Hayward offers a view that is somewhat complicated since he doesn t clearly take a position on the

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/transition.cfm (2015-10-15)
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  • No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors G oal Two to shift the focus from personal reactions to a more critical reading of Hayward s text To get students thinking about the rhetorical situation that informs the text and our reading of it Note keep running notes of this discussion on the board 20 minutes Questions 1 So how would you characterize this text article story personal essay 2 Where and when was it published 3 What do we know about the Heritage Foundation Will somebody please read from the website s mission statement that I asked you to comment on for today 4 Based on this statement what assumptions can we make about Hayward s audience That is members of the Heritage Foundation 5 With this in mind how do you suppose his readers view the issue of urban sprawl 6 Now look back at the article What clues can you find to support that Hayward was writing with this audience in mind 7 What do you think Hayward s purpose was for writing In what way was he trying to influence this

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/two.cfm (2015-10-15)
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  • to Stall Be Honest Don t Fear Silence Rephrase Questions Checking for Understanding Avoid Yes No Students Own Words Students Reflect Using Quizzes Sample Discussion Plan Goal One Transition Goal Two Goal Three Print Friendly Page Authors Contributors G oal Three to connect this analysis to students own writing 5 minutes Questions 1 Now look back over this information Which of these responses might prove useful when writing your academic

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/three.cfm (2015-10-15)
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  • Print-Friendly Page
    will begin to wonder how these discussions connect to their writing When planning questions for discussion consider how you ll need to shape your questions to help students meet the goals for writing in each unit See the sample at the end of this guide for an example on how to write focused questions to meet particular goals Stay on Topic Don t allow unrelated questions to throw you off track Tell the student who asks for his class average during a lesson that he ll have to come and talk with you during office hours Whenever students raise concerns that are unrelated to the task at hand it s best to ask them to bring it to your attention at a later time If you address off topic concerns in class students will raise them more often and you ll find yourself getting bumped off track Encourage Students Focus Encourage students to offer comments that are related to the question you re addressing Try not to reward the student who says irrelevant things by giving them too much attention In response to the example from the introduction there are various approaches you could try You might use some humor to refocus the conversation i e As interesting as dog food is to us all we need to address the issue at hand Or you might try a firmer approach i e I m not sure how these responses relate to the question I m asking Try not to encourage irrelevant comments with responses like Why do you think you like dogs more than horses You may have a lively discussion but it won t necessarily improve students writing Focus with a WTL If a discussion turns into a heated debate or gets so off track that you re lost on what to do use a Writing to Learn W T L activity to focus students attention Ask students to take out a sheet of paper and put their personal views down in writing Then tell them that they can post these reactions to the online class forum and continue the off track conversation outside of class With that aside you can then request that students turn their attention back to the original focus of the class Thinking on the Spot Thinking on the spot may be the most challenging part of running a discussion You are reflecting on what you ve already done connecting threads of an earlier discussion to what you d like to accomplish addressing students concerns validating their comments and pretending to act like your normal happy self Since it is the nature of teaching thinking on the spot is unavoidable But there are things you can do to limit the amount of spontaneous thinking you ll need to pull off Some strategies for thinking on the spot are Be Prepared Be well prepared Have examples ready for any new concept you re introducing to limit the amount of thinking on the spot you ll need

    Original URL path: http://writing.colostate.edu/guides/teaching/discussions/printformat.cfm?printformat=yes (2015-10-15)
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