Facilitating discussions in physically-distanced learning spaces. Use the links below to see documents on how to implement each approach.
|Buzz Group||Students discuss course-related questions informally in small groups of peers.||Generating lots of information and ideas in a short period in preparation for and improvement of class discussions.|
|Round Robin||Students generate ideas and speak in order, moving from one student to the next.||Providing students a structure to engage in brainstorming sessions and ensuring all students participate equally in a discussion.|
|Talking Chips||Students participate in a group discussion and surrender a token each time they speak.||Ensuring equitable participation during class or group discussions.|
|Think/Pair/Share||Students think individually for a few minutes, then discuss and compare their responses with a partner, and finally, share their results with the entire class.||Preparing students to participate more fully and effectively in whole-class discussions.|
|Three-Step Interview||Students interview each other and report what they learn to another pair.||Helping students network and improve listening, questioning, and communication skills.|
|Fishbowl Discussion*||Student groups take turns discussing a given topic while being observed by the other groups.||Encouraging all students to participate, reflecting on qualities of good discussions, and encouraging strong discussion and listening skills.|
|Small-Group Discussion*||Students share ideas or opinions related to course content in groups of 3-5 people.||Providing a way for students to share ideas without having to address the entire class and improving the quality of whole-class discussions by giving students a way to practice.|
Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 152.
*Louisiana State University. Active Learning While Physical Distancing. URL: https://go.wisc.edu/03oyks.