Inviting Participation

The most common pattern for asking students to contribute to a class is also one which, ironically, lowers involvement and reduces interest in the subject matter. The pattern is that of a lecture, followed by a low-level question, followed by more lecture. Because low-level questions appear to be designed to publicly check up on them, students are anxious to avoid participation. By comparison, the engaging teacher uses social patterns that draw students into classroom conversations. This week's tips offer some suggestions for ways you can invite students to participate in your class.

Invite Memory Participation

Aschner and Gallagher developed a 5 level system for classifying thought processes in classroom interactions (ask the CIRT for a copy). The first level involves lower cognitive processes of recall and description. This level provides students an easy entry into the class.

Examples. After describing a concept and offering your example, ask students for examples from their experience.

Description. Present an example, a case, or an image. Ask students to describe what they see going on. You can lead them into asking why later.

Clarification. Teach your students to ask clarifying questions with an activity that has one student ask probing questions of another. Ask the CIRT for some sample activities using pairs and triads to practice these skills.

Invite Divergent Participation

Another level of cognitive involvement is one where students are asked to extend and elaborate on ideas or examples. The teacher focuses the direction and invites students to add their thoughts.

Brainstorm. Begin a topic by asking students to list as many ideas as possible. You may ask them to guess about causes, list factors involved, or imagine reasons why.  Begin your lecture by responding to their list. Participation will be enhanced if students are given a minute to write down a couple ideas before starting.

Associations. Ask students to develop a metaphor to describe a concept in the lecture or reading for homework. Have them describe the metaphor and explain why it fits in a paragraph. Collect and read several samples, inviting authors to elaborate. This is a good way to introduce or review material.

Implications. Ask students to reflect on the implications of ideas just developed by your lecture. Have them meet in small groups for 5 minutes to discuss why it is important to know this lesson. Spend another 5 minutes sharing ideas from various groups. This activity is especially useful in proving closure to a lesson.

Invite Converging Participation

The next level asks students to draw ideas together. It challenges them to see connections and build intellectual frameworks. These invitations require a safe environment, incorporate social support.

Translate. Ask students to write a letter to a friend in which they summarize a reading assignment in their own words. Have several students read their letters and respond to their accuracy.

Explain. Have students meet in teams and, pretending to be a famous researcher or artist, develop a role play in which she or he explains why this idea (or principle or artistic piece) is a valuable contribution.

Conclusions. Present some compelling evidence on a topic. Before making your point, ask students to hypothesize what it might be. Respond to their ideas as you develop your own position. Ask students to anticipate how a poem or story might end. Compare to the author's decision.

Invite Evaluative Participation

This level requires an evaluation of the content of the lesson. It allows students a chance to gauge the quality of their current understanding of the content.

Choosing Answers. Use a Quick Think (see Teaching Tips #16) to have students quickly respond to a question about the material you are covering.

Judgment. Invite students to use the course content to judge a position presented in a newspaper article or television show. Give plenty of time for debate.

Invite Routine Participation

Some participation is marked by the need to keep participants socially organized. Invite students to offer suggestions or make decisions about classroom procedures or provide humor and helpful comments.

Final Comments

These are samples of the kinds of strategies that might be used to elicit various kinds of involvement. There are others that may better suit your teaching style. Visit our web page on teaching to see a wide range of patterns into which these invitations can be introduced.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on March 23, 1998.