Introduction
Discussions are activities used to motivate student learning, challenge students to explore new perspectives, and encourage thought-provoking conversations. In Canvas, discussions are forums that enable students to exchange ideas and reflect online. In the classroom, discussions weaved throughout a lesson allow students to engage with core concepts, apply them, and enhance their problem-solving skills.
Benefits to Students:
There are many benefits to using discussion in your course:
- Promotes teamwork and communication skills as students share ideas, express themselves with clarity, and listen to their classmates' viewpoints.
- Encourages critical thinking skills and higher levels of learning, especially when the discussions develop in complexity.
- Draws out multiple explanations, enabling students to consider different points of view and ask questions to deepen their understanding.
- Students generate ideas, actively constructing knowledge and learning.
Set Discussion Goals
For discussions to have a valuable impact on the learning experience, they must have a purpose. Start by identifying clear learning outcomes to be achieved through your discussion. Consider their alignment with your overall course goals and outcomes. Ask yourself:
- How do the ideas being discussed fit with the course as a whole?
- What skills, knowledge, or perspectives do you want students to walk away with after the discussion?
Once you define the purpose of your discussion activity and how the activity supports your course outcomes, you can strategically create questions and a method of facilitation. Remember, discussions are most productive when they have a clear focus. Ask yourself:
- How will I make sure that students meet the goals of the discussion?
- What questions will I pose to promote discussion and reflection?
Be prepared to share with students the purpose of the discussion and the skills and knowledge you believe they will gain from participating in the discussion upfront.
Pick a Discussion Approach
You can facilitate discussions in a variety of traditional and creative ways. Consider if any of these work for your course:
| Discussion Type | Tools for Use | Description |
|---|---|---|
| Introductions | In-Person; Canvas Discussion Forums; Zoom (Main Room) | Students get to know you and one another, creating a sense of belonging and setting the stage for a collaborative course experience. |
| Water Coolers | Canvas Discussion Forums; Zoom Study Rooms | Students discuss current events and common interests and share resources (videos, articles, etc.) in an informal social space. |
| Question & Answer | Canvas Discussion Forums; Zoom (Main Room, Breakout Groups) | Students ask general questions about the week’s learning materials. This type of forum eliminates the need to address the same question multiple times. |
| Collaborative Summaries | Canvas Discussion Forums; Zoom (Main Room, Whiteboard, Annotation) | Students collaborate to share their key takeaways from the week - including what they learned, what they struggled with, or what they found most interesting. |
| Think-Pair-Share |
Canvas (Assignments, Discussion Forums); Zoom (Main Room, Breakout Groups, Screen Share, Annotation) |
Students work individually on an activity (Think). Students then compare responses with a partner and synthesize a joint solution (Pair). Student pairs share with the entire class (Share). |
| Fishbowl |
Canvas Group Discussions; Zoom (Main Room, Breakout Groups) |
Students take turns actively participating in a discussion. The inner circle consists of active participants in the discussion. The outer circle consists of observers (or listeners). Assign all students a task, such as the completion of a problem. |
| Socratic Seminar / Content Reflections |
Canvas Discussion Forums; Zoom (Main Room, Breakout Groups) |
Students answer open-ended questions that encourage them to think critically about the course material, often a particular text or reading. In addition, they're encouraged to reflect on and consider course concepts within real-world situations. |
| Homework Discussions | Canvas Discussion Forums; Zoom (Main Room, Breakout Groups) | Students interpret provided resources (articles, videos, etc.) and explain them with course content or relate them to real-world scenarios. |
| Jigsaw |
Canvas Group Discussions; Zoom (Main Room, Breakout Groups) |
Students are in small groups:
|
| Collaborative Debates | Canvas Discussion Forums; Zoom (Main Room, Breakout Groups) | Students argue their position on a topic such as supporting a solution to a provided problem or exploring a position around current events within their field. |
| Peer Reviews | Canvas (Peer Review Assignments, Discussion Forums); Zoom Main Room | Students share feedback on projects and iterate as a team. This can include critiquing writing and art projects, design work, proposals, technical systems developed, and much more. |
| Group Breakouts | Canvas Group Assignments; Zoom (Study Room, Breakout Groups) | Students are divided into groups to collaborate on projects, during class or outside of class hours. Examples include working through case studies or solving industry-specific problems. |
| Role Play | Zoom Main Room | Students play a character in a scenario to better understand a topic. They immerse themselves in realistic situations, explore multiple perspectives, and learn appropriate behaviors. |
Design Effective Discussion Prompts
Effective discussion prompts include three key elements:
- Clear and specific Question(s) that promotes dialogue
- Guidelines for the student's Initial Post (length of the post, due date, etc.)
- Guidelines for Student Participation (how and when to respond to others)
Having these three key elements present will help you set clear expectations for how students can best engage with the question, with you, and with their classmates' ideas.
Example Discussion Prompt
"Those who cannot remember the past are condemned to repeat it." – George Santayana
The best project managers understand the value of learning from the past to make better decisions when responding to risks in the present.
For this discussion, find a case study online of a “project gone wrong.” You’ll find examples all throughout history! Share the project that you picked and answer the following two questions:
- What do you believe went wrong in the risk management process?
- Based on the project's outcomes, what could you have done differently or more efficiently?
Hint: Focus on strategies taken or not taken to monitor and respond to negative risks. Use clear and specific questions.
Sample Instructions for Posting and Replying
Initial Post Guidelines:
Post your initial response by Tuesday of this week:
- Click Reply.
- Include a link to the chosen case study in your post. Your response (minimum 10-12 sentences) must address both questions asked in the prompt.
- Click the Post Reply.
Student Participation (Response) Guidelines:
Respond to two fellow classmates by Friday of this week:
- Click Reply on a classmate's post.
- Share your perspective (minimum 4-6 sentences) on why you believe the projects they chose failed.
- Click Post Reply.