Student-led Discussion and Informal Writing Exercise

Michael Widner
RHE 309K
Spring 2009

Goals

• Integrate informal writing exercise with peer-led discussion and analysis of works
• Demonstrate the connection between writing and learning
• Provide model of useful, efficient note-taking
• Make effective use of computer-enabled classrooms

Details

This plan has into five distinct phases:

First, the instructor provides some opening comments on the day's discussion topic or text and gives direction about what concerns, themes, etc. students should focus on.

Second, students then do informal write based on those directions for 10-15 minutes. When the time is up, they save their writing somewhere they can later access it as they work up their formal assignments.

Third, students regroup and begin discussion. The instructor sits to the side, not at the table, and takes notes of the discussion, but does not join in. This role signals to the students that they are solely responsible for the discussion (and, by extension, their own learning) and that they are free to ask any questions or make any comments they find interesting or necessary for comprehension and analysis. The instructor only ensures that the discussion stays respectful and on topic. If needed, s/he can also serve as a Google jockey using the projector and teacher computer for important terms or ideas that come up in discussion.

Fourth, at an appropriate time toward the end of class, the instructor rejoins the group and provides summarizing comments, restates some of the main points heard, and adds insights, interpretations, etc. as deemed necessary.

Fifth, the instructor provides a digital copy of notes taken during the student-led discussion after organizing or editing them as s/he sees fit.