5 strategies to engage…

…the WHOLE class in discussions.

Hello all. Welcome to the 158th edition of TEPS Weekly!

 Imagine a Grade 8 Science class. The teacher writes some experimental results on the board and asks, “What do these results tell us?” A few students quickly raise their hands and share their answers. The teacher listens to them and then concludes the discussion.

At first glance, this may look like a successful discussion. But was it really effective?

Not quite.

Classroom discussions are meant to help students think, question and learn from each other. However, in most classrooms, discussions end up involving only a few students – only a few confident students participate, while the rest of the class remains silent. 

Discussion Strategies for Student Participation 

Teachers can use structured formats to encourage students to think and contribute to discussions. Here are five formats and how to conduct them.

1. Fishbowl

Ria is in Grade 7 and rarely volunteers to speak in class. In her Geography class, the teacher gives a text about climate change for reading. The next day, the teacher arranges the room into two circles. She opens with the main topic and then asks students in the inner circle to discuss. The students in the outer circle are asked to listen and note important arguments and examples. Ria is in the outer circle. After a few minutes, the teacher pauses the discussion and asks the two groups to switch places. Ria has had some time to listen and to think about different points. When she enters the inner circle, she feels ready to speak. 

This is the fishbowl format. Students sit in two circles: a small inner and a large outer circle. 

What students do

The inner circle engages in discussion. The outer circle listens attentively and takes notes. Students then exchange places. 

Teacher’s role 

• Arranging the space (chairs) into concentric circles.

• Posing the initial question and using prompts to keep the discussion focused. 

• Assigning specific observation tasks to ensure the outer circle is engaged.

• Timing the switch between inner and outer circles so that everyone participates. 

Strengths

• Sitting in a circle makes everyone feel equal and students can make eye contact with all. 

• In the outer circle, students listen carefully and analyse ideas.

• The format reduces pressure on the outer circle to speak first. 

• Students learn from each other’s thinking.

Challenges

The outer circle may become passive, and the inner circle can occasionally be dominated by one or two students.

2. Snowballing 

Raj is in Grade 5 and is always unsure of his ideas. In a Science class working on a project about reducing plastic waste, the teacher asks students to suggest possible solutions. First, the teacher gives some time for students to think on their own. After 5 minutes, she signals for them to form pairs and discuss. The teacher helps Raj realise that his ideas are different from his partner’s and that his partner likes those ideas. Next, the teacher makes small groups of four; she instructs them to compare ideas and combine them. Finally, the teacher conducts a class discussion to arrive at a final set of ideas. During the class discussion, Raj confidently explains why his group chose an idea. 

Snowballing is a discussion format that utilises progressive doubling of group sizes to encourage participation.

What students do 

Students first think about a question individually. Then they discuss in pairs. After that, 2 pairs join and students discuss in a group of 4. Finally, the ideas are shared with the whole class.

Teacher’s role

• Selecting a fairly complex topic or question for discussion. 

• Managing time to increase group size and finish the snowball in a certain time. 

• Using prompts or questions to move the discussion in the right direction.

• Guiding students to spot similarities and differences to make a comprehensive list.

Strengths

• Encourages every student to think and refine their ideas.

• Lowers the stakes since students "vet" their ideas in small groups before moving to larger groups.

Challenges

If the topic or question is too simple, students may become bored by the time they reach the larger groups.

3. Numbered Calling 

Mrs. Verma is a Grade 6 English teacher. She notices that few students participate in discussions. She is covering a fictional story in class. After an initial reading, she makes groups of four, and each student is randomly given a number from 1 to 4. She asks the students about the importance of a key event from the story. First, she gives 10 minutes for the groups to agree on the main points. She walks around to check participation by all and encourages strong students to elaborate for their peers’ understanding. She then picks a number card. It’s number 3; all students with number 3 come forward to answer for their groups. Mrs. Verma then summarises the different responses. 

This method is called numbered calling. Students are divided into small groups and randomly selected for discussion. 

What students do

Within each group, students randomly choose a number. When a question is posed, they all discuss to ensure every member can explain the group's answer. When their number is called, the student responds on behalf of the team.

Teacher’s role 

• Encouraging stronger students to help their peers understand their points.

• Ensuring that students are not just repeating their friend’s words.

• Using prompts or questions to move the discussion in the right direction.

• Conducting it like a game by using dice or cards and giving “group meeting” time.

• Summarising important points to ensure conceptual understanding of the class.

Strengths

• Increases engagement since students are selected randomly to speak.

• Increases student ownership since the success of the group depends on each one of them.

• Reduces anxiety to speak since the students have had a small group discussion before.

Challenges

Students might just say words from the discussion without independent thinking 

4. Movement-Based Discussion

Rahul, a Grade 8 student, often disregards others’ opinions in a class discussion. One day, in History class, the teacher presents the statement, “The Industrial Revolution was good for society.” The four corners of the room are labelled ‘Strongly Agree,’ ‘Agree,’ ‘Disagree’ and ‘Strongly Disagree.’ The teacher asks students to choose the corner that best matches their view and move there. Rahul moves to the ‘strongly disagree’ corner. In each corner, students discuss why they chose that position, using examples such as more jobs on one side and overcrowded cities on the other. The teacher moves around the room and prompts students to use evidence from the lesson. After this, the teacher leads a whole-class discussion where students justify their choices. The discussion makes Rahul see some merit in everyone’s choice. 

This is a movement-based discussion (can be 2 or 4 options). This format uses the physical room to represent different viewpoints.

What students do

After hearing a provocative statement or question, students move to a corner labelled with their chosen position (e.g., Strongly Agree, Agree, Disagree, Strongly Disagree). Once in their corner, they hold small discussions to justify their choice.

Teacher’s role 

• Preparing the room by labelling corners.

• Selecting appropriately provocative statements to get different responses.

• Monitoring within-group conversations and intervening to keep them focused.

• Conducting a class discussion where students justify their choices.

Strengths 

• Movement can add more energy to the classroom. 

• Provides visual proof to underconfident students about their perspectives.

• Deepens student understanding since they listen to and think of different opinions. 

Challenges

Students may follow their friends to a corner rather than choosing thoughtfully.

5. Pinwheel Discussions

Mr. Ghosh is a Civics teacher. He wants students to understand the many implications of government decisions on the country. After finishing the lesson on taxes, he writes on the board: “Are taxes important for a country?” He divides the class into groups representing different viewpoints, such as government officials, small business owners and working citizens. Another group is assigned the role of provocateurs. He gives each group some time to discuss. Then one student is asked to sit in the centre-front as the speaker, while the other group members sit behind and support that student by listening closely or quietly suggesting points. The provocateur group asks challenging questions such as, “What happens if people stop paying taxes?” Mr. Ghosh models how to ask challenging questions and manages the rotation so that all students get a turn to speak. At the end, he summarises the discussion considering all points of view. 

The pinwheel method is useful when the teacher wants students to explore a topic from different viewpoints. Students sit in different groups representing differing positions on an issue. There is also a “provocateur” group. One student sits at the centre-front with others behind, making a triangle. The different triangles make a pinwheel.

What students do 

The center student speaks on behalf of the group. The students sitting behind listen as well as advise the speaker. Students switch roles after some time, so that everyone gets a chance to be a speaker. Students in the provocateur group ask challenging questions to maintain momentum. 

Teacher’s role

• Selecting the appropriate topic and perspectives for the discussion. 

• Ensuring that students have enough knowledge for a fruitful discussion. 

• Roleplaying how to act as a provocateur and keeping the discussion focused on the topic.

• Managing rotation for speakers and advising students to consult their teams.

Strengths 

• Encourages participation because students are supported by their group.

• Helps students see that complex issues can be understood in more than one way.

• Increases engagement since students are rotated and they need to argue from a specific viewpoint.

Challenges

• The complex setup can be intimidating and difficult to manage.

As can be seen from the strategies discussed above, effective classroom discussions do not happen by accident. They need to be planned intentionally. While making lesson plans, teachers need to dwell on what a discussion should help students learn and which format suits best. 

In addition, awareness is key to increasing whole-class participation. Teachers need to be aware of which students need that extra push and think of ways to encourage them. The techniques for increasing teacher awareness and encouraging students actually lie in good classroom management. Enrol in our course to know more about how you can increase participation through better classroom management.

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Edition: 5.13