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- W311547207 abstract "THE TEACHING PROFESSION'S EQUIVALENT of the question that has plagued socialites for generations-What if I gave a party and nobody came?-is clearly if I held a discussion and nobody talked? The spectre of silence looms ominously every time we include a class discussion in our lesson plans. Thus we are often tempted to defer, limit, or abandon discussion modules. We place them at the end of the hour when the lack of enthusiastic response can be more easily disguised, and we frequently bail ourselves and the students out by answering our own questions when student response is slow. Such expedients are clearly short-sighted, since students can only become effective discussion participants by actually participating in the give and take of discussions; they are surely not going to become so by listening to our monologues. What then are we to do? Learn to confront student silence with stoic patience? Wait patiently for the mythical great class where everybody talks? More productively, we should reassess the manner in which we engage students in the discussion process. We should start by focusing on the types of questions we generally ask as we strive to stimulate student participation and examine the factors that distinguish effective questions from those that provoke little or no response. Then, we need to consider how questions should be conceived, phrased, and sequenced to structure a productive discussion. Recognizing ineffective questions: There are certain types of questions that tend to stifle rather than promote student participation in discussions. The three most problematic types are questions that are linguistically beyond our students' grasp, questions that are too broad or overly vague, and, conversely, those that are excessively narrow. Each creates its own particular pitfalls." @default.
- W311547207 created "2016-06-24" @default.
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- W311547207 date "1993-01-01" @default.
- W311547207 modified "2023-09-27" @default.
- W311547207 title "Breaking the Sounds of Silence: Promoting Discussion of Literary Texts in Intermediate Courses" @default.
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