The Discussion Project

"I am a chemistry professor who was just preparing to teach a 20 person graduate class when I participated in the Discussion Project. For the first time in my three decade career, I had the opportunity to discuss, debate, and revel in ideas presented by a wide swath of teachers across the university. I was startled by the originality and freshness of the suggestions, many of which can be translated to teaching science. I would gladly recommend the Discussion Project to all who are interested, even if you are an instructor in a large class. P.S. Here’s one suggestion from the Discussion Project I found helpful last semester: when you ask a question in a small or large class, count to 10 before allowing anyone to answer it - you will find many more students who respond."

"Do it. It's life changing. If that doesn't get them to do the course, well, we shouldn't be friends. Just kidding. It would depend on what stage of their career they are in. As a TA the course is gold - it provides in-depth learning to design and implement discussions that we can suggest / use going forward in classes we support or independently teach. This is a no stress, purely learning environment where you are being graded or evaluated, i cannot emphasize the pressure that that lifts off. ALL the strategies are immediately implementable. I am redesigning my workshop for tomorrow to incorporate three ideas. The course distinguishes the between preparing students to discuss and engaging them meaningfully to optimize course material and ensure learning. The aspect of teaching students how to discuss is taken for granted and in making those assumptions leads to inequity and creates barriers of learning that impacts student learning, the class / community as a whole. Nobody explicitly teaches us these nuances of accessibility, inclusion and building relationships ; we need to continue to be student centric in our practice."

"Unlike other forms of professional learning, the Collaborative Classroom Visit was an immersion, a 360. First, we prepared to observe a classroom, learning about how to observe and collect evidence and hearing about the lesson. Next, we attended the class and paid close attention to what students were doing. Along the way, we couldn't help but pick up some of the class content, which was intellectually exciting. Finally, we had the opportunity to debrief what we learned using a method of communicative feedback that has helped me feel more confident communicating in a host of other situations. The entire experience has helped me think about what I might be able to accomplish in my classroom with a little attention from helpful colleagues and a fantastic method. "