Think-pair-share is one of the strategies to lead to an active class discussion.
As a member of the University of Florida’s Graduate Student Teaching Awards Committee, I have the opportunity to observe teaching assistants in a variety of different subject areas — from entomology to criminology. An important element of many of these classes is class discussion.
I’ve found that even though the class size may be under 30 and the topic interesting, not every teaching assistant has structured their approach to discussion to get the class involved. I’m reposting Minch Minchin’s helpful specific strategies to promote effective discussion. – Julie Dodd
by Minch Minchin
Ph.D and J.D. student, University of Florida
Class discussions as a pedagogical tool are as old as teaching, itself.
Yet despite discussion’s rich and ancient lineage, some teachers may be wary of promoting discussions in their classrooms. Such fears are not without merit, as there are practical limitations to discussions as well as the potential for things simply to go wrong:
- Students may not be prepared and have nothing to say (and silence is often perceived as awkward).
- If students do all the talking, the teacher may not be able to cover the requisite material.
- Students may ask questions for which the teacher is unprepared or doesn’t know the answer to.
- The discussion may become controversial, off topic or out of hand.
by Margaret Gaylord
Master’s Student, University of Florida
Academic dishonesty has reached epidemic proportions, starting as early as middle school. Cheating is a complicated problem, not just explained away by a lazy student. The good news is that educators can be a critical part of education and prevention for their students on this subject.
Honors students, weak students, low GPA students, high GPA students, students of color, students who are white, middle class students. In a phrase, all types of students.
We have seen evidence of cheating in places we would not expect: Harvard and the Air Force Academy, to name two. The point is, there is no typical student that can be identified as a chronic cheater. More effectively, instructors can find ways to reduce the incidence of cheating through practical changes in their own classrooms.
by Amanda Kastrinos
Master’s student, University of Florida
The goal of any successful instructor is to teach the course in a way all students will understand. But how can college teachers plan instruction for students with special needs, specifically students with learning disabilities?
With the passage of the Vocational Rehabilitation Act of 1973 and Americans with Disabilities Act, teachers are required to make necessary accommodations to any student with a learning disability.
As the law states, “No otherwise qualified person with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity” (Section 504).
Some of these accommodations could include providing a note-taker, preferential seating, additional time on tests and assignments, providing copies of lesson plans and assignments, or allowing video or audio recording of lectures.