Leading Interactive Discussions

Interactive Teaching

What is a discussion group supposed to do? We can start to answer this by emphasizing that discussion groups are the ideal setting in which students can learn the art of critical thinking. To achieve this, the discussion group leader needs to employ interactive teaching methods. Such methods allow students to become active in the learning process. This in turn allows them to test ideas, to develop problem-solving skills, to recognize new insights, and finally to become independent and critical thinkers. The emphasis here is on getting students to become active participants in what is going on in the classroom. This requires giving up the traditional role of the teacher as primary information-giver. Some strategies include dividing students into smaller groups, incorporating student presentations, asking students to submit questions in advance, taking “devil’s advocate” positions, organizing debates, role-playing, and handing out questions in advance. 

Choosing Your Approach to the Class

An important step in deciding how best to develop your role as a discussion group leader is to define your approach and goals. Start with some basic questions about the course itself and your place within it: 

• Is this a required course, an introductory course, or an elective course designed for majors? 

• Will you be dealing primarily with first-year students or with upper-class students? 

• How many students are you working with? 

• What kind of classroom are you dealing with? 

Next, establish your goals for the session you are teaching by asking yourself some simple key questions: 

• What is the main goal of the course? 

• Where are we in the course? 

• Are there major events/concepts/issues to clarify at this stage? 

• What would excite students and encourage their interest in your subject? 

• Is there a gap at this point in the course that needs to be filled? 

Keep in mind that your own discussion goals should fit into the professor’s overall course objectives. Also, be mindful of the students’ perspectives. At the beginning of the course, they’re more likely to want basic classifications. At the end, or before an exam, summary or review session will be more helpful. 

Quick Tips for Planning Discussion Classes

• Do not let your anxiety get out of proportion, especially the first few days. Remind yourself that you’re only a part of one course in one semester of the students’ four years as undergraduates. If you stumble the first few times, no one’s entire future is at stake! 

• Bring written class plans with you. Use one or two outlined sheets of paper, a few index cards or whatever seems most comfortable. Highlight or underline the main issues or concepts you want to cover and any primary questions. (It is also a good idea to have two or three back-up questions in case students do not respond to your first question.) 

• Have some contingency plans in case your primary plan does not seem to be getting off the ground (or is dealt with faster than you anticipated). 

• Monitor small groups to make sure that they remain focused on the discussion topic. 

• Leave time for each group to report back and share what it discussed. 

• Summarize the results of small group discussions.

TA Resources for Hybrid and Online Discussions

Online Discussion Tools: 

Moodle: TAs can use Moodle, the College’s learning management system (LMS), to set up discussion forums, blogs, and chats in asynchronous discussion classes. Moodle offers different solutions for fostering communications and collaboration, such as Forums, Messaging, and Groups. 

• Forums allow one to communicate with students in a discussion-board format, including posting media so that conversations can continue online. 

• Messaging enables individuals and groups to message each other, both in real-time and through email. 

• Groups can be used for collaborative activities and break-out group discussions. 

Some professors also use other online discussion tools, such as Piazza and Padlet, etc. You can check with your course instructor or TA supervisor for such resources. You can also email help@brynmawr.edu to contact Library and Information Technology Services (LITS) staff if you need help setting up Moodle or Piazza for discussion classes. 

Zoom: Zoom is a web-conferencing tools that enables collaborative virtual meetings. It is available to the Bryn Mawr College community through the institutional license which allows individual users to set up their accounts. TAs can use Zoom to hold virtual discussion classes. For more information, please contact the Help Desk: help@brynmawr.edu or 610-526-7440. 

Using Audio-Visual Material

• Summarize the results of small group discussions. 

• Slides/videos/photographs/music are effective ways to illustrate complex, difficult to explain points. 

• Students more easily retain information from audio-visual material. 

• Useful way to break the ice with new groups and to break up monotony in continuing groups. 

• TA must ensure the material’s relevance is understood. 

• TAs can use the Digital Media and Collaboration Lab which is located on the main (A) level of Carpenter Library in preparation for discussion classes.