Discussion as a Way of Teaching by Brookfield, Stephen D. -- Read -- Imperial Library of Trantor

Index

Cover Contents Title Copyright Dedication Preface to Second Edition Preface to the First Edition Gratitudes The Authors Chapter One: Discussion in a Democratic Society

Blending Discussion, Dialogue, and Conversation Making Discussion Critical Practicing the Dispositions of Democratic Discussion Struggling for Democracy Through Discussion Conclusion

Chapter Two: How Discussion Helps Learning and Enlivens Classrooms

Fifteen Benefits of Discussion Discussion helps Students Explore a Diversity of Perspectives Discussion Increases Students’ Awareness of and Tolerance for Ambiguity or Complexity Discussion helps Students Recognize and Investigate their Assumptions Discussion Encourages Attentive, Respectful Listening Discussion Develops new Appreciation for Continuing Differences Discussion Increases Intellectual Agility Discussion helps Students Become Connected to a Topic Discussion Shows Respect for Students’ Voices and Experiences Discussion Helps Students Learn the Processes and habits of Democratic Discourse Discussion Affirms Students as Cocreators of Knowledge Discussion Develops the Capacity for the Clear Communication of Ideas and Meaning Discussion Develops habits of Collaborative Learning Discussion Increases Breadth and makes Students more Empathic Discussion helps Students Develop skills of Synthesis and Integration Discussion leads to Transformation The Limitations of Discussion Why Teachers lose Heart for Discussion Conclusion

Chapter Three: Preparing for Discussion

Ensure Early and Equal Access to Relevant Materials Use Lectures to Model Democratic Talk Use Critical Incident Questionnaires Have Faculty Demonstrate Their own Participation in and Commitment to Discussion Evolve Ground Rules for Conducting Discussions Have Students do Structured, Critical Prereading Clarify Expectations and Purposes Letters to Successors Conclusion

Chapter Four: Getting Discussion Started

Mistakes to Avoid at the Start of a Discussion Declaring a Classroom Speech Policy Debriefing Preparatory Work Recalling a Memorable Experience Telling Tales from the Trenches Discussion in the Round: Hearing All Voices Ensuring Participation Through the Hatful of Quotes Conclusion

Chapter Five: Keeping Discussion Going Through Questioning, Listening, and Responding

Questioning Listening Responding Conversational Moves Conclusion

Chapter Six: Keeping Discussion Going Through Creative Grouping

Varying Group Size Strategies For Reporting To The Large Group Rotating Small Group Stations Sustaining Discussion By Assuming Different Roles Introducing Verve Into Discussion Conclusion

Chapter Seven: Discussion in Culturally Diverse Classrooms

Honoring and Respecting Difference Keeping Racist Speech in check The Conjunction of Class and Race Conclusion

Chapter Eight: Discussing Across Gender Differences

How Gender Complicates Discussion: Four Vignettes Understanding Male and Female Speech Patterns A Feminist Approach to Pedagogy Broadening Discussions to Include Female and Male ways of Talking Conclusion

Chapter Nine: Keeping Students’ Voices in Balance

When Some Students talk too Much When Students talk too Little Responding to Student Silence What to ask Yourself when Students Don’t Speak: A Checklist

Chapter Ten: Keeping Teachers’ Voices in Balance

When Teachers say too Much Why do Teachers talk too Much? When Teachers say too Little Why do Some Teachers say too Little? The Right Balance: Neither Dominance nor Absence Three Scenarios Of Balance and Imbalance Conclusion

Chapter Eleven: Understanding the Dynamics of Online Discussion

The Architecture of a Typical Online Course Practicing the 4 RS in Online Discussion

Chapter Twelve: Creating the Conditions for Online Discussion

Creating Participatory Discussion Online Organizing the Online course for Discussion Concerns About Online Teaching and Learning

Chapter Thirteen: How Theory Can Inform Discussion Practice

Structuralist Analysis Poststructuralism Repressive Tolerance Conclusion

Chapter Fourteen: Discussion Groups as Democratic Learning Laboratories

The Decline of the Public Sphere Revitalizing the Public Sphere Through Communicative Action The Validity Claims of Discussion Practicing the Validity Claims of Discussion A Discourse Theory of Democracy Conclusion

Chapter Fifteen: Evaluating Discussion

Evaluation as Appreciation Conclusion

References Index

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