Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Learning to Discuss: Strategies for Improving the Quality of Class Discussion

Jocelyn A. Hollander
Teaching Sociology
Vol. 30, No. 3 (Jul., 2002), pp. 317-327
Stable URL: http://www.jstor.org/stable/3211480
Page Count: 11
  • Download ($14.00)
  • Subscribe ($19.50)
  • Cite this Item
Preview not available

Abstract

This paper describes a strategy for improving the quality of class discussions. I argue that discussions are often unsatisfying for two reasons. First, students and teachers tend to emphasize individual contributions rather than the collective process of discussing. Second, teachers tend to emphasize discussion performance rather than the development of discussion skills. I describe a multi-part exercise that addresses both of these issues and illustrates its effectiveness with excerpts from student self evaluations. Students often write that this exercise helps them develop their speaking and listening skills and improves the overall quality of class discussion.

Page Thumbnails

  • Thumbnail: Page 
317
    317
  • Thumbnail: Page 
318
    318
  • Thumbnail: Page 
319
    319
  • Thumbnail: Page 
320
    320
  • Thumbnail: Page 
321
    321
  • Thumbnail: Page 
322
    322
  • Thumbnail: Page 
323
    323
  • Thumbnail: Page 
324
    324
  • Thumbnail: Page 
325
    325
  • Thumbnail: Page 
326
    326
  • Thumbnail: Page 
327
    327