Classroom participation and discussion effectiveness: student-generated strategies

Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles

“…Peng, 2012;Hsieh, 2014) -while a sufficient condition for receiving a high score for participation -is not a necessary condition. Alongside the ten criteria adopted in Table 1, previous research suggests participation rates increase when a participation score is included in the assessment rubric (Dallimore et al 2004(Dallimore et al , 2013Carstens et al 2012). Dallimore et al (2004) found students' level of participation increased when participation was overtly included as part of the grading criteria, while Dallimore et al (2013) found an increase in the participation of those who were randomly called upon to participate in in-class discussions, constituting an element of 'surprise'.…”

“…Alongside the ten criteria adopted in Table 1, previous research suggests participation rates increase when a participation score is included in the assessment rubric (Dallimore et al 2004(Dallimore et al , 2013Carstens et al 2012). Dallimore et al (2004) found students' level of participation increased when participation was overtly included as part of the grading criteria, while Dallimore et al (2013) found an increase in the participation of those who were randomly called upon to participate in in-class discussions, constituting an element of 'surprise'. We also note that in certain EFL curricula types (such as task-based curricula),-participation in the tasks themselves is the focus of the total course assessment, yet these curricula lay outside of the scope of this paper.…”

Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning

“…Writing promotes critical and flexible thinking, develops expressive abilities, facilitates reflecting on course content, and encourages students to develop their own perspectives (Bensley & Haynes, 1995;Wade, 1995;Waller, 1994). Classroom discussion provides many similar benefits, including promoting and modeling critical thinking and developing expressive abilities (Connor-Greene, 2005;Dallimore, Hertenstein, & Platt, 2004;King, 1995). Despite these benefits, incorporating active learning techniques into the classroom is not necessarily easy.…”

“…Writing assignments are often perceived as onerous for students to carry out and for educators to grade (Madigan & Brosamer, 1991). Common concerns about holding classroom discussion include the many students who are reluctant to participate and the quality of students' responses (Connor-Greene, 2005;Dallimore et al, 2004).…”

Proces zarządzania z wykorzystaniem innowacji społecznych w firmie – facylitacja

“…Poprzez zadawanie przygotowanych pytań skupia się uwagę grupy i pomaga uczestnikom uczyć się od siebie nawzajem. Zwiększa się skuteczność podejmowanych dyskusji (Dallimore, Hertenstein, Platt 2004). Model ORID powinien być też szeroko stosowany przez menedżerów, nauczycieli oraz osoby prowadzące szkolenia.…”