Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms

Front Cover
John Wiley & Sons, Jun 14, 2012 - Education - 336 pages
Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book.

Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.

 

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Contents

SUSTAINING DISCUSSION BY ASSUMING DIFFERENT ROLES
INTRODUCING VERVE INTO DISCUSSION
CONCLUSION
CHAPTER SEVEN
HONORING AND RESPECTING DIFFERENCE
KEEPING RACIST SPEECH IN CHECK
THE CONJUNCTION OF CLASS AND RACE
CONCLUSION

CONCLUSION
CHAPTER TWO
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 DEVELOPS NEW APPRECIATION FOR CONTINUING DIFFERENCES
DISCUSSION INCREASES INTELLECTUAL AGILITY
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 LEADS TO TRANSFORMATION
WHY TEACHERS LOSE HEART FOR DISCUSSION
CONCLUSION
CHAPTER THREE
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
CHAPTER FOUR
DECLARING A CLASSROOM SPEECH POLICY
RECALLING A MEMORABLE EXPERIENCE
TELLING TALES FROM THE TRENCHES
HEARING ALL VOICES
ENSURING PARTICIPATION THROUGH THE HATFUL OF QUOTES
CONCLUSION
CHAPTER FIVE
QUESTIONING
LISTENING
RESPONDING
CONVERSATIONAL MOVES
CONCLUSION
CHAPTER SIX
STRATEGIES FOR REPORTING TO THE LARGE GROUP
ROTATING SMALL GROUP STATIONS
CHAPTER EIGHT
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
WHEN STUDENTS TALK TOO LITTLE
RESPONDING TO STUDENT SILENCE
A CHECKLIST
CHAPTER TEN
WHEN TEACHERS SAY TOO MUCH
WHY DO TEACHERS TALK TOO MUCH?
WHEN TEACHERS SAY TOO LITTLE
NEITHER DOMINANCE NOR ABSENCE
THREE SCENARIOS OF BALANCE AND IMBALANCE
CONCLUSION
CHAPTER ELEVEN
THE ARCHITECTURE OF A TYPICAL ONLINE COURSE
PRACTICING THE 4 RS IN ONLINE DISCUSSION
CHAPTER TWELVE
CREATING PARTICIPATORY DISCUSSION ONLINE
ORGANIZING THE ONLINE COURSE FOR DISCUSSION
CONCERNS ABOUT ONLINE TEACHING AND LEARNING
CHAPTER THIRTEEN
STRUCTURALIST ANALYSIS
POSTSTRUCTURALISM
REPRESSIVE TOLERANCE
CONCLUSION
CHAPTER FOURTEEN
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
EVALUATION AS APPRECIATION
CONCLUSION
Copyright

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About the author (2012)

Stephen D. Brookfield is Distinguished University Professor at the University of St. Thomas in Minneapolis-St. Paul, Minnesota. A prolific writer, he is a three-time winner of the Cyril O. Houle Award for Literature in Adult Education for Understanding and Facilitating Adult Learning, Developing Critical Thinkers, and Becoming a Critically Reflective Teacher all from Jossey-Bass. He is also the author of The Power of Critical Theory.

Stephen Preskill is Regents Professor of Education in the Department of Educational Leadership and Organizational Learning in the College of Education at the University of New Mexico. He has written extensively on the history of educational reform, the connections between education and democracy, and the role leaders and activists have played historically in fostering meaningful change.

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