A couple of people observed that, in this post about making classroom discussions actual discussions, I didn’t give any reasons why students actually should discuss. And, I have to say, that when I first started teaching I didn’t understand why, either. Here’s why.
I was a voracious reader and an intent listener. I used to (from age 4 at the latest) demand that my parents let me go to bed early so that I could listen to the radio (not music – but Radio 4: documentaries, comedies plays and, when I was 9, a 13×1 hour radio dramatization of Nicholas Nickleby, on Sunday evenings. By the time I was in college, listening to someone talk about philosophy for an hour was almost effortless – I did the reading, listened carefully, and took extensive notes. I also wrote a weekly essay… So who needed classroom discussion?
And when I started teaching, in the US, as a TA, leading discussion sections, I guess I assumed my students were much the same. I know that sounds ridiculous, but I lived a lot in my own head, and was not especially perceptive about people or the way they learned (despite having been to a good number of different schools, each with quite different demographic profiles; I even managed to attend two different colleges in my 3 years, the first one having closed down while I was there!). The first class I TA-ed had an excellent professor, who was friendly, engaging, and clear. And in section I supplemented her lectures, which more, mini-lectures, focused on details and, to be fair, allowing students to talk more than they could in lecture. The best students did the reading, and were on top of what was going on; and many of the rest remained confused, often because they hadn’t done the reading, but sometimes even when they had. This was clear in their writing, which I graded, and was often quite confused even though they had been in class and section.
How could this be? I have a much better sense of the answer 30 years later (as one might hope).