After years of advocating that professors teach their own way, in a manner that suits they own pedagogy and talents, I still find myself avoiding the big one\u2026discussion.<\/p>\n
And yet, this term I\u2019m teaching an early American history class, one I have not taught for many years, in which I have perversely planned a discussion every week.<\/p>\n
So now, I\u2019d better figure out how to do it. Yes, I have read many books, articles, and blog posts on creating good discussions. I\u2019ve even done it with one of my classes online, after years of having discussion boards feature anything but discussion. And I\u2019ve seen many wonderful instructors do a great job in the classroom. But in many ways, it isn\u2019t ME.<\/p>\n
It\u2019s not only that I\u2019m a classic lecturer. It\u2019s that I tend to interrupt people (a major failing), and nod when a student says something cool in such a way that they tend to stop talking. I talk about openness and academic freedom and freedom of speech, and how I want them to talk openly. Then I keep talking.<\/p>\n
So the question is how to change the format without changing my personality. Recently, planning the first big class discussion, I may have stumbled on to something. A step-by-step format that brings in ideas without it being me bringing them in. A process that keeps things focused enough that I can step back.<\/p>\n