Example of Scholar-Led Discussion

I try to use scholar-led discussions as much as possible in my class. All the research demonstrates that students learn best when they are actively engaged.  It is very important, however, to establish decorum for student-facilitated discussions.  I spend a good deal of class time modeling and teaching appropriate speaking, listening, and discussion skills. Below is a handout that I distributed to my scholars prior to a class discussion of Thoreau's Walden.  Maybe you will find some of the ideas useful?
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Scholars, I have chosen you to facilitate this lesson because of your brilliance, maturity, and leadership ability.  Thank you for all that you do to contribute to this class.  You are role models.

Today’s Lesson:  Close Reading and Analysis of Henry David Thoreau’s Walden, a most influential work in American cultural and literary history.  Thoreau was influenced by Emerson, and other writers of the American Romantic Period (1800-1860), a time period when writers looked to 

Nature as an influence in their writing.  Thoreau is considered America’s first environmentalist.  The readings (Walden) in class today are excerpts from chapters in his larger work.  His purpose for writing this seminal U.S. text, among many, was to provide fellow citizens in Concord, Massachusetts, a response to their questions: What was he was doing out in the woods and why would he he choose to live there by himself?

Objectives:  Improve Analysis Skills, Evaluation Skills (opinion forming) and Synthesis (Linking Learning) to gain  INSIGHT (Interconnecting Numerous Sources Inspires Great Higher Thinking.)

Facilitator Ideas:  The first facilitator will introduce the lesson—close reading and analysis of Thoreau’s Walden, followed by links (synthesis) to other writings, ideas, etc.  Then this facilitator will remind students of classroom etiquette and decorum: respect, listening, raising hands, impulse control, not talking over others, etc.  After which, he/she will ask someone from group one to begin reading Walden aloud.  The facilitator, when he/she feels it is appropriate, will pause and ask questions:  some ideas—What is Thoreau saying (paraphrase)?  What rhetorical devices is Thoreau using?  How does the rhetorical device support/reinforce Thoreau’s theme/an important idea/mood/purpose/tone?

Think of ways to help students (give them hints) if they seem stuck or confused:  What links can you make between Thoreau’s ideas and ideas from other classes, other readings in this course, or American culture today?  How do Thoreau’s ideas influence your own thinking?  Do you have any questions? Are there sections in the text that you don’t understand and need some assistance with? What insight(s) have you gained from reading Walden? 

Also encourage students to see the influence one writer’s ideas can have on those that come after him/her, or even the connections of his/her ideas to those who came before him/her.  You may want to offer up some of your own ideas. (Remember to connect Thoreau to other texts we have read in this class.) Do not be afraid to offer your own interesting questions for discussion (I chose you for your insight and creativity), but always remember not to digress too much and get back to the task at hand—close reading and analysis of Walden, with linking (synthesis).

After the first facilitator engages his/her peers, the next facilitator will ask group two to read for a bit; then this facilitator should pause, ask a question, ask for opinions, etc. (see ideas above)  Facilitators should rotate leading the discussion, (as well as moving reading and discussion from group to group in the class) but also help one another as much as possible.  Collaboration and cooperation are key!  Don’t be hesitant to ask questions of the whole class as well (not just each group).  Tell students to raise their hands and wait to be called upon.

If necessary, kindly remind students to be polite, or get back on task. Call students by the term “scholar” followed by their first name.  Validate student responses by connecting what they said to something another scholar said earlier.  You might repeat what a student has just told you in your own words so that all students in the class clearly heard and understood.  You might also ask for elaboration on what a student is saying in order to demonstrate that you are listening and that you understand the student’s point.  Or you might make a connection of your own to what the student has just said.  Always offer praise!

Also remember equity (trying to hear from as many students as possible, especially students who tend to be more quiet).  At times, call on students to ask a question, or ask if they can offer a link or an opinion.  But if you sense that the student is uncomfortable, tell the student to ask for a “lifeline” to another student.  Never embarrass a student or make him/her feel uncomfortable.  Always find the best in what a peer has said: praise your peer and respect his/her point of view.

You have been chosen because you are demonstrated leaders who can do all of the above so well!  Be sure you are prepared and know the definitions of terminology relevant to this reading.  

Thank you for your leadership!  I do appreciate your input and your fine example.