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Quick tips from the Faculty Teaching Institute about how to run whole-class discussions. 

Whole class discussions are an opportunity for community dialogue. Below are practices to increase the number participating, give them time to think, and make it non-threatening and inclusive.

Ask productive questions. Don't rely on the generic "Are there any questions?" to generate good discussion. Some possible questions include:

Use a silent wait time of at least 5-10 seconds (or more) after asking a question before soliciting responses. Students can be silent during this time, or write down their own answers. This gives them time to think and helps encourage reflection.

Wait for multiple hands and be explicit that you will not call on anyone until you see (for example) at least 5 hands in the air because that signals that enough people have had time to think.

Ask for specific types of volunteers such as those who haven’t spoken, those with birthdays in this month, or some other attribute, to enhance accountability but not anxiety.

Have students discuss first in groups or pairs before you ask them to respond.

Hear from multiple students before weighing in on the correctness of a response, so you can respond to the idea as a whole rather than focusing on one student’s answer.

Let students know in advance that there will be a whole class discussion on a topic. This can help anxious students prepare, especially members of marginalized groups.

Maybe call on students at random ("random call") to make sharing more equitable, using popsicle sticks or an app... But beware that random call can create anxiety for students. Explain why you are using random call, allow an individual to pass on responding, and create a welcoming atmosphere where student responses are treated with respect. The practices which follow are ways to make random call less threatening.

Ask certain members of small groups to speak up after a group discussion, such as a designated group reporter. Group reporters can be assigned in non-biased ways, such as those with the most/least vowels in their full name or the person who woke up earliest/latest.

Let students respond quietly or anonymously using colored cards, written responses on cards, or polling software. A variation is thumbs up/down: Ask students if what you have written on the board is correct, and they give a thumbs up or down.

Follow up with specific students who are anxious or not engaging. Ask those students: "How is this going for you? Are you able to benefit from the whole-class discussion?" and learn from their responses. Affirm their experience, whether it is positive or negative: e.g., "I hear that this is an anxious experience for you." Tell them when they are doing well. This can be especially important for members of marginalized groups who may experience imposter feelings or stereotype threats in whole class discussions.

Thank students for their response and respond positively. Here are some productive responses:

• "That is such a good idea. Thank you. Who has another idea?"
• "I especially love the part where you said, ____"
• "I want to understand better what you meant by ___. Can you rephrase that another way?"
• "I followed all of it until… can you explain this part again?"
• "I like what you did and agree with it. I thought of it somewhat differently...
• "I understand where you are coming from, but I am getting a different result/answer. Can I share my ideas and then we can compare?"

Additional practices:

• Ask students to come up with questions individually or in groups. Ask students to write out answers to a question in advance of class, or to bring one question to class for discussion. Or during class, ask them to talk with a group to identify questions and then ask them to share any questions, or upvote questions for the instructor to answer.
• Base discussions on a common experience. Giving everybody a concrete, common experience such as a demonstration, film, or reading can be a great way to start a discussion (whole class, or between students. Then ask a question that builds on that experience (e.g., "What are the implications of what we just saw?")
• Extend the discussion ("Stretch it.") Avoid the rapid reward, where the discussion ends with the student stating the right answer. Follow up on the correct answer with further questioning to confirm their understanding and extend the class' mastery. Questions that "stretch it" include asking how or why, for another way of getting the same result, using a different word, evidence for their answer, or applying to a new situation.

This Expert Recommendation is based in part on K. Hogan & V. Sathy, Inclusive Teaching: Strategies for promoting equity in the classroom (West Virginia University Press, 2022), and D. Wiliam, Embedded Formative Assessment (Solution Tree Press, 2018).

This material is based upon work supported by the National Science Foundation under grants DUE-2141678, 2141745, 2141769, 2141795, and 2142045.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.