Appendix: Classroom Use of the Study Guide Questions
Although there are both closed and open questions in the Study Guide, very few of them have simple, right or wrong answers. They are designed to encourage in-depth discussion, disagreement, and (eventually) consensus. Above all, they aim to encourage students to go to the text to support their conclusions and interpretations.
I am not so arrogant as to presume to tell teachers how they should use this resource. I used it in the following ways, each of which ensured that students were well prepared for class discussion and presentations.
1. Set a reading assignment for the class and tell everyone to be aware that the questions will be the focus of whole class discussion the next class.
2. Set a reading assignment for the class and allocate particular questions to sections of the class (e.g. if there are four questions, divide the class into four sections, etc.).
In class, form discussion groups containing one person who has prepared each question and allow time for feedback within the groups.
Have feedback to the whole class on each question by picking a group at random to present their answers and to follow up with class discussion.
3. Set a reading assignment for the class, but do not allocate questions.
In class, divide students into groups and allocate to each group one of the questions related to the reading assignment the answer to which they will have to present formally to the class.
Allow time for discussion and preparation.
4. Set a reading assignment for the class, but do not allocate questions.
In class, divide students into groups and allocate to each group one of the questions related to the reading assignment.
Allow time for discussion and preparation.
Now reconfigure the groups so that each group contains at least one person who has prepared each question and allow time for feedback within the groups.
5. Before starting to read the text, allocate specific questions to individuals or pairs. (It is best not to allocate all questions to allow for other approaches and variety. One in three questions or one in four seems about right.) Tell students that they will be leading the class discussion on their question. They will need to start with a brief presentation of the issued and then conduct question and answer. After this, they will be expected to present a brief review of the discussion.
6. Having finished the text, arrange the class into groups of 3, 4 or 5. Tell each group to select as many questions from the Study Guide as there are members of the group.
Each individual is responsible for drafting out a written answer to one question, and each answer should be a substantial paragraph.
Each group as a whole is then responsible for discussing, editing and suggesting improvements to each answer, which is revised by the original writer and brought back to the group for a final proof reading followed by revision.
This seems to work best when the group knows that at least some of the points for the activity will be based on the quality of all of the answers.
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