Ideas for Quiet Discussion

Passed- Paper Conversation

Students begin class by writing their response to a prompt (or prompts) on the board. (It helps to use an extra long piece of paper and provide students with a set of directions. See example) When a student is finished, they make eye contact with another student who is done and exchange papers. The student reads the paper she’s exchanged for her own and then writes her response, in the form of questions, connections, or observations. Then the process is repeated as many times as you like. Finally, the long piece of paper with this rich discussion goes back to the originator of the thread. Each student is responsible for writing a summary and synthesis of the discussion spurred by their initial response.

Example:

Directions for First Silent Activity (Read through all of the instructions before you begin.)

1. Please conduct this exercise in silence.

2. Beneath these instructions you will find a sheet entitled “Silence” containing three questions. Use the extra sheets attached for your answers. Answer each question on a separate sheet as others will be adding their written responses to what you say. Please put your name on each sheet.

3. When you are finished responding to the questions, silently exchange your papers with someone.

4. Read through your partner’s answers and add your comments and questions. Questions are particularly effective in helping this silent “conversation” go deeper.

5. If at any point you finish early, begin reading the two articles you will find underneath the sheets for our first activity.

6. When you have finished responding to a partner, exchange your papers again with someone else, read what is written, comment and question.

7. When this activity is completed, we will do a verbal debrief.

Paused discussion

This is very similar to a typical discussion, except that there is a pause of 45 seconds to a minute between each contribution. After a student is done speaking, everyone is silent. Students either write or think silently until the facilitator says, “ Okay,” and then another student can contribute. The advantage of this kind of conversation is that it allows students who process non-verbally to slow the conversation and gather their thoughts. It also allows verbal processors to develop their listening skills. They practice processing silently, writing down their reactions and often feel less urgent about sharing these reactions and more willing to cede conversation time to quieter students.

A Thousand Words

Every student brings or produces an object, image, sound, etc. that is representative of an important concept, relationship, or issue. The images/objects are displayed gallery style. At that point every student has “spoken.” There are several directions you can go with this exercise.

1) Each student could have a stack of post-its and they could write notes, commentary or responses about these objects and post them around the objects.

2) Ask students to pick one object or image and explain what they see as the connection to the concept .

3) You can begin a general discussion by choosing an object or image and asking, for example, “What does a rubber band have to do with the teaching/learning relationship?”

Teaching Effectiveness Program
University of Oregon