Sage Journals: Discover world-class research

Abstract

Effective class discussions are often frustrated by dual challenges: lack of participation and poor quality of contribution. To address both challenges, we describe an experiential exercise for managing classroom discussion that is based on an adaptation of a classic creativity model. It motivates student participation by generating structured controversy while also enhancing the quality of their contribution by promoting perspective taking. Multiple instructors have used the exercise in a variety of undergraduate and graduate business courses, both face-to-face and online, to successfully increase both the quantity and quality of student participation in and contribution to class discussion. The exercise is suitable for any course in which class discussion is critical to learning goals.

Keywords

class discussion active learning structured controversy perspective taking six thinking hats

Get full access to this article

View all access options for this article.

References

Anderson

L. W.

Krathwohl

D. R.

(Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon.

Ayim

(1997). The moral parameters of good talk: A feminist analysis. Wilfrid Laurier University Press.

Baker

A. C.

Jensen

P. J.

Kolb

D. A.

(2002). Conversational learning. Greenwood Publishing Group.

Bloom

B. S.

(Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). Longman Group.

Bonwell

C. C.

Eison

J. A.

(1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. The George Washington University.

Brookfield

S. D.

Preskill

(1999). Discussion as a way of teaching. McGraw Hill Education.

Bruen

Crosbie

Kelly

Loftus

Maillot

McGillicuddy

Á.

Pechenart

(2016). Teaching controversial topics in the humanities and social sciences in Ireland: Using structured academic controversy to develop multi-perspectivity in the learner. Journal of Social Science Education, 15(3), 18–25. https://doi.org/10.4119/jsse-799

Carpenter

(n.d.). Why perspective taking is an essential skill for success. Lifehack. https://www.lifehack.org/842058/perspective-taking

Cole

G. G.

Millett

A. C.

(2019). The closing of the theory of mind: A critique of perspective-taking. Psychonomic Bulletin & Review, 26(6), 1787–1802. https://doi.org/10.3758/s13423-019-01657-y

10.

Davis

(2013). Improving students’ critical thinking and classroom engagement by playing the devil’s advocate. Theory, Research, and Action in Urban Education, 2(1). https://traue.commons.gc.cuny.edu/issue-2-fall-2013/davis/

11.

Dearden

(1981). Controversial issues in the curriculum. Journal of Curriculum Studies, 13(1), 37–44. https://doi.org/10.1080/0022027810130105

12.

de Bono

. (1999). Six thinking hats. Little, Brown and Company.

13.

Jacobs

(2010). Academic controversy: A cooperative way to debate. Intercultural Education, 21(3), 291–296. https://doi.org/10.1080/14675981003771033

14.

Johnson

(1993). Creative and critical thinking through academic controversy. American Behavioral Scientist, 37(1), 40–53. https://doi.org/10.1177%2F0002764293037001005

15.

Johnson

Smith

(1996). Academic controversy: Enriching college instruction through intellectual conflict (ASHE-ERIC Higher Education Report, Vol. 25, No. 3). The George Washington University.

16.

Karlin

Ozogul

(2018). Design and implementation of a structured academic controversy for preservice teachers in a computer education licensure program. Journal of Applied Instructional Design, 7(1), 27–33. https://doi.org/10.28990/jaid2018.071005

17.

Kegan

(1982). The evolving self. Harvard University Press.

18.

Kivunja

(2015). Using De Bono’s six thinking hats model to teach critical thinking and problem solving skills essential for success in the 21st century economy. Creative Education, 6(3), 380–391. http://doi.org/10.4236/ce.2015.63037

19.

Kohlberg

(1969). Stage and sequence: The cognitive-developmental approach to socialization. In Goslin

D. A.

(Ed.), Handbook of socialization theory and research (pp. 347–480). Rand McNally.

20.

Longmire

N. H.

Harrison

D. A.

(2018). Seeing their side versus feeling their pain: Differential consequences of perspective-taking and empathy at work. Journal of Applied Psychology, 103(8), 894–915. http://doi.org/10.1037/apl0000307

21.

Max Media Asia. (2013, April 7). Sustainable tourism in Asia [Video]. YouTube. https://youtu.be/JKPKitwpeAY

22.

Murphy

P. K.

Wilkinson

I. A.

Soter

A. O.

Hennessey

M. N.

Alexander

J. F.

(2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740–764. http://doi.org/10.1037/a0015576

23.

Nancy

J. L.

(2007). Listening. Fordham University Press.

24.

Oulton

Dillon

Grace

(2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411–423. https://doi.org/10.1080/0950069032000072746

25.

Sibold

Mueller

Lind

McCaffrey

Ewashen

(2017). Enhancing critical thinking through class discussion: A guide for using discussion-based pedagogy. Taylor Institute for Teaching and Learning, University of Calgary.

26.

Stanfield

R. B.

(Ed.). (1997). The art of focused conversation. The Canadian Institute of Cultural Affairs.

27.

Steiner

Brzuzy

Gerdes

Hurdle

(2008). Using structured controversy to teach diversity content and cultural competence. Journal of Teaching in Social Work, 23(1–2), 55–71. https://doi.org/10.1300/J067v23n01_05

28.

Walker

(n.d.). Attachment 1: Six thinking hats. In Community engagement (pp. 11–12). Virginia Cooperative Extension. https://www.uvm.edu/sites/default/files/community_engagement_handout.pdf

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.02 MB

The HatPack: An Experiential Exercise for Enhancing Class Discussion Through Perspective Taking and Structured Controversy

Abstract

Keywords

Get full access to this article

References

Supplementary Material