1. Alternatives to Lectures: Discussion Sections

2. What are different types of discussion activities?
M&M Talk
Think-Pair-Share
Jigsaw
Fishbowl
Last Word
World Café
Check In/Check Out

3. M&M Talk Description: Each student gets one bag of M&Ms.
Class size: any
Time frame: 20 or more minutes
Setting: moveable seating required, a lot of space preferable
Purpose: introduce students to many of their peers, introduce/review course topics
Description:
Each student gets one bag of M&Ms.
Students divide into a group of 3-4.
One person takes out an M&M at a time. Depending on the color of the M&M, students will tell their group members something about themselves.

4. M&M Talk
Describe a time in which you experienced a sense of being able to deal effectively with a particular task.
Describe a time in which you overestimated or underestimated your capabilities compared to your actual performance.
Describe your motivation to succeed academically as you advanced through school.
Describe a time in which you expected to be successful at a task and you highly valued being successful at the task.
Describe a time in which your parents did or did not encourage you to master different skills with appropriate feedback.
Describe sources from which you value different activities or tasks.

5. Think-Pair-Share Description:
Class size: any
Time frame: 5-10 minutes
Setting: no limitations
Purpose: generate ideas, increase students’ confidence in their answers, encourage broad participation in plenary session
Description:
Students think individually about a particular question or scenario.
Students pair up to discuss and compare their ideas.
Students are given the chance to share their ideas in a large class discussion.

6. Jigsaw Description: Divide a topic into a few parts (“puzzle pieces”).
Class size: 10-50
Time frame: 20 or more minutes
Setting: moveable seating required, a lot of space preferable
Purpose: learn concepts in-depth, develop teamwork, have students teaching students
Description:
Divide a topic into a few parts (“puzzle pieces”).
Form subgroups of 3-5 and assign each subgroup a different “piece” of the topic (or, if the class is large, assign two or more subgroups to each subtopic).
Each group’s task is to develop expertise on its particular subtopic by brainstorming, developing ideas, and if time permits, researching.
Once students have become experts on a particular subtopic, shuffle the groups so that the members of each new group have a different area of expertise.
Students then take turns sharing their expertise with the other group members, thereby creating a completed “puzzle” of knowledge about the main topic.

7. Jigsaw

8. Fishbowl Description: Divide students into groups.
Class size: 10-50
Time frame: 15 or more minutes
Setting: moveable seating and a lot of space preferable; if necessary, have inner group stand/sit at front of lecture hall and the outer group sit in regular lecture hall seats
Purpose: observe group interaction, provide real illustrations for concepts, provide opportunity for analysis
Description:
Divide students into groups.
The first group forms a circle and either discusses an issue or topic, does a role play, or performs a brief drama. The second group forms a circle around the inner group.
Depending on the inner group’s task and the context of your course, the outer group can look for themes, patterns, soundness of argument, etc., in the inner group’s discussion, analyze the inner group’s functioning as a group, or simply watch and comment on the role play.
Groups swap roles.

9. Fish Bowl Activity Self-Efficacy Observers Fish
Directions:
Two groups will be formed in which group members will create a role-playing scenario for one of the basic psychological needs. One group forms a large circle around the performing group and looks for themes, patterns, and concepts that connect to the material as the other group performs their scenario. The outside group will then discuss their observations. The groups will exchange places and proceed as before.
Observers
Discuss themes, patterns, and concepts that connect to self-determination theory.
Fish
Create a short skit where you role play a scenario in which a teacher is not supportive of a psychological need.

10. Last Word Description:
Class size: 10-50
Time frame: 20 or more minutes
Setting: moveable chairs or tables preferable
Purpose: help students become engaged and reflective about a specific topic or theme
Description:
Everyone reads an article and underlines a sentence or two that they connected with and found important.
Divide into groups of 3-4.
One person starts by sharing his/her underlined passage and explains why this passage was important in exactly two minutes.
Moving around the circle, each person has one minute to respond to the first person’s comments.
Once everyone is finished, the person who started the round gets the last word and summarizes their thoughts, making connections across all comments.
Each person takes turns to start a round and continues until everyone has had the opportunity to have the last word.

11. World Café Class size: any Time frame: 20 or more minutes
Setting: moveable chairs or tables preferable
Purpose: create a living network of conversations around questions that matter
Description:
Have students choose a seat at various tables around the room.
The group will be asked to respond to meaningful questions for each conversational round.
After each round, students are guided to move to new tables. With each move, a table host remains behind, sharing the essence of his/her table’s conversation. The other students move out into the room to another table and discuss the next meaningful question, making connections across conversations.
Groups in the last conversational round will record their ideas on chart paper by drawing images and symbols and/or writing words and phrases.
Use charted responses for a concluding whole-group discussion.

12. Check In/Check Out Description:
Class size: up to 25
Time frame: varies
Setting: no limitations
Purpose: help students feel present or provide a sense of closure
Description:
“Check-in” is at the beginning of class and “check-out” is at the end.
Each student gets an opportunity to simply speak for a minute about what he/she is thinking, feeling, or has noticed.

13. Alternatives to Lectures: Discussion Sections
Symposiums

14. What is a Symposium? From the Greeks.
Informal, no pressure, but can be graded (check system).
A chance for students to better articulate their ideas in front of others.
Can be done in groups or by individuals.
Any field at Auburn can use symposiums.
They are most helpful during the learning process rather than the assessment process.

15. How a Symposium Works
Assign a topic / problem / research objective / writing prompt / essay to your students.
Have students report on their progress towards the final products.
Time for presentation and time for questions/answers afterwards (involve the entire class).
Give them some feedback afterwards ( works great for this).

16. Objectives and Desired Outcomes
Teaching the meta/the process.
Giving feedback on student progress.
Building confidence in students in front of groups.
Space to make mistakes without being penalized.
Drafting without knowing it.
Alternative to student conferences.
Increased class interaction.
Students teach the class and ultimately learn more.
Can take symposiums/discussions online (blogging- Wordpress).