Discussions are effective when they are organized. Every class is different because every assignment/topic is different, but every class discussion must have a direction and a structure.
Two possibilities that tend to work well:
- Make a list of topics that MUST be covered. Can be oral but also can be written on the board for everyone’s easy reference. Students can take pictures of the list for use outside of class.
- Decide to go through the readings/films one by one.
Needless approach is without problems, but regardless of the approach, everyone needs to be attentive to the structure, to the purpose of class discussions in a content course, and to time.
There will never be “enough time” for everyone to say everything that
“needs” saying. Instructors deal with the lack of time every day: they never have enough time in lectures, so they are always making choices. Students need to do the same thing as, for example, each point in a five-point list can fill an entire class period.
The key is remembering the purpose of a discussion. It is to help students help themselves. It is not to give them “all the answers” or “cover everything.” A discussion cannot do either any more than a lecture can. A lot of work has to happen outside of class—both before and after discussion. Use discussions to make outside work easier.
Each possible organizational approach has to focus on articles’ arguments and evidence. Discussions cannot simply be about “interesting” facts. The worksheets are designed to help students see what they need to focus on; don’t ignore them. (As mentioned in class, they will be collected periodically in an effort to encourage students to take them seriously. As a group, they should essentially be a study guide for the final exam. Plus, each individual worksheet should provide guidance for writing the one-page papers.).