In Search of Meaningful Exchanges in the Classroom

[april_lidinsky]

Students are experts at seeing through assignments that waste their time. And thank goodness. We are at our best when we live up to students’ expectations for meaningful engagement on topics that matter.

This recent social media exchange between two graduate students captures all that goes wrong when we require students to go through the motions of scholarly conversations.

A long stream of commiserating comments followed, including this pitch-perfect parody of an online discussion post. This response racked up the most “likes” and made me laugh out loud:

Whether or not you teach online, I’ll bet you recognize the requirement behind this performative exchange. The instructor gives points for students to respond to one another, and students perform, right to the word count, even if there’s not much to say. Sometimes, students give us exactly what we deserve.

There are plenty of analogous exercises inside the classroom that deserve skewering in this manner, too. For example, sometimes, we ask questions that are thinly veiled checks on whether students have done the reading rather than asking what they think about what they have read. I have gleaned many insights about meaningful exchanges in the classroom from linguistic anthropologist Dr. Susan D. Blum, author of I Love Learning; I Hate School: An Anthropology of College (Cornell University Press, 2016). Following Blum on Twitter (@SusanDebraBlum) is a daily pedagogical delight, as in this recent exchange Blum shared between Danica Savonic and Cathy Davison on what happens when we ask students to set the conversational agenda in the classroom:

Now, those questions are worthy of our students’ time and attention, and they promise to deepen the instructor’s understanding, too. We can invite students to participate in rote facsimiles of academic conversations or we can welcome them into the deeper world of significant meaning-making. Both approaches take energy and time. One approach fosters a skill that can last a lifetime.

As Stuart Greene and I finalize the details for the 5th edition of From Inquiry to Academic Writing, I am grateful we are including Susan D. Blum’s wise, student-centered writing to inspire students and instructors alike.

Who are you following on social media for pedagogical inspiration? What are your favorite insights for meaningful student engagement in class or online?

[albexulpoer]

1. Establish Clear Goals: Define what you want to achieve with meaningful exchanges in the classroom, focusing on enhancing critical thinking and comprehension.

2. Foster an Open Environment: Create a classroom atmosphere where students feel comfortable sharing ideas and asking questions, encouraging open dialogue.

3. Encourage Active Participation: Use interactive techniques and activities that involve all students, promoting engagement and deeper learning.

4. Incorporate Relevant Topics: Choose subjects and materials that resonate with students' interests and real-life experiences, making discussions more relevant.

5. Utilize Socratic Questioning: Implement Socratic questioning methods to stimulate deeper analysis and critical reflection on the topics being discussed.

6. Promote Collaborative Learning: Facilitate group work like crs and collaborative projects to enable students to learn from each other and explore diverse perspectives.

7. Use Technology Effectively: Integrate digital tools and platforms that enhance classroom discussions and provide additional resources for meaningful exchanges.

8. Provide Constructive Feedback: Offer timely and specific feedback to students on their contributions, guiding them toward more insightful and thoughtful responses.

9. Encourage Reflection: Ask students to reflect on their learning experiences and the insights gained from classroom exchanges to deepen their understanding.

10. Set Clear Expectations: Clearly communicate expectations for participation and the quality of exchanges to maintain a focused and productive classroom environment.

11. Adapt to Diverse Learning Styles: Recognize and accommodate various learning styles and needs, ensuring that all students can contribute meaningfully.

12. Incorporate CRS Methods: Utilize Classroom Response Systems (CRS) to gather real-time feedback and assess student understanding, enhancing the quality of classroom interactions.