Class discussions are a fundamental component of the UChicago learning experience, whether it arises in your Core courses, major requirements, or elective classes. Class discussions provide a valuable opportunity to explore and deepen your understanding of course materials with your instructor and peers. However, it is normal to find these spaces intimidating or difficult to navigate, especially if you are not accustomed to this type of learning environment. To help you make the most of these learning spaces, we have gathered some tips from UChicago instructors on how to navigate class discussions effectively.
- Identify a term or idea in a text that you are unfamiliar or struggling with.
- Make a comparison to another text or topic you have discussed.
- Describe a major theme you notice in a text.
- Discuss the historical context that a text was produced in.
- Ask a clarifying question or attempt to rephrase comments that an instructor or peers have said.
- Propose questions about topics or themes you are interested in discussing.
- Participate early in the quarter. The longer you wait to participate in a class, the more pressure you may put on yourself to make a groundbreaking contribution. Try setting mini participation challenges for yourself throughout the quarter, whether it is trying to make at least one contribution per class period, or challenging yourself to be the first person to participate in a class period.
- Prepare a list of 2-3 comments or questions ahead of class. This preparation allows you to organize some of your thoughts ahead of time and may make it easier to contribute in a live discussion.
- Talk to your instructor. Your instructors may: have suggestions for strategies you can use in or out of the classroom to prepare for discussions in their specific course; find ways to invite you into a course discussion; or address potential issues in the class environment that may be contributing to anxieties about participation.
- Start with building a basic understanding of a text before moving to more complicated analyses of a topic. A single reading of a text rarely provides a full, nuanced understanding that you need to have a complex discussion. Before trying to interpret the larger meaning of a text, ask yourself questions like “Do I understand what these words/sentences mean?” and “Can I paraphrase these ideas in my own words?” before moving into higher-level analysis.
- Be vulnerable about what you know and don’t know. There is a strong chance that you are not the only student who is confused about a particular topic. Vocalizing when you are uncertain something not only can lead to helpful clarifications for your entire class, but also may give other students the courage to speak up when they are struggling!
- You can still communicate ideas very effectively if an idea is not perfectly formed. Your peers or your instructors will likely be able to build off of your ideas or help you to clarify, unpack, or refine your thoughts.
- Practice articulating your ideas with your classmates. The more you are able to discuss readings or topics outside of class, the better you will be able to convey your thoughts. Consider chatting about course learning topics with your classmates, roommates, or friends to better prepare yourself for in-class discussion.
- Do not be intimidated by classmates that have prior experience with a text. UChicago students have a range of prior experiences with different texts and learning topics. If you notice that a peer has more prior knowledge of a particular text, it is okay! Your peers can be excellent teachers and help to guide your understanding of these topics. Remember: there will likely be topics in future classes where you can take the lead based on your own expertise.
- Repeat, clarify, or reframe their question?
- Define a word or phrase?
- Spend more time discussing or reviewing the basic ideas of a text or topic?
- Writing down your reflections. After reading a text, take a moment to jot down questions, key takeaways, and/or a summary of the text you read. Writing is a form of thinking, so this pre-work can help you to articulate your thoughts more clearly before class.
- Choosing an anchor point. An anchor point can be a word, phrase, or idea that you would like to focus on. When texts are long and/or containing overwhelming amounts of information, an anchor point can help you to focus your thoughts and attention on one concept.
There is no one “right” way to participate in a class discussion! There are various strategies that you can use to engage with a text or a topic, whether it is a comment or a question. Consider the following strategies for engaging in discussion:
Consult your class syllabus and your instructor for any course-specific information about participation. Your instructors may have specific requirements or suggestions for participation for their specific class.
Engaging in a class discussion can be intimidating, especially if you are an internal processor that prefers to reflect and organize thoughts independently before sharing them out. However, it is important to remember that engaging in discussion is a skill that you can develop overtime with practice, and not something that is fixed. If you find yourself struggling to participate, consider the following strategies:
Classrooms are spaces of experimentation where students and their instructors can explore texts and topics and practice articulating half-baked ideas. You are not expected to be an expert on your course content, especially after a single reading or engagement with a topic or text. Keep the following ideas in mind as you navigate course discussions on topics you are unfamiliar or not entirely confident about:
All students come to the University of Chicago with their own valuable knowledge, experiences, and skills, and each of you was chosen to be here for a unique reason! Instructors understand that students come from diverse educational backgrounds, and this diversity of experience is an asset to learning and meaningful discussion! Whether it is inside or outside of the classroom, having discussions with your peers can help you to develop a more nuanced and rich understanding of different topics.
Although it often feels uncomfortable, silence is a natural part of class discussions and can occur for many reasons – students may be unprepared to discuss a text, need time to internally process a question, or lack a clear understanding of what is being asked of them by their instructors. It is not your individual responsibility to fill the silence, but it may be worth considering why you or your peers may be hesitant to make a comment. Do you need your instructor to:
Consider asking questions that signal to your instructors what kinds of support they can provide to you and your peers. In addition to supplementary guidance from your instructor, sometimes you just need someone to break the silence to give your peers the confidence to contribute!
Instructors may build activities into your coursework that help you to better prepare for discussion. Some may require you to write a Canvas post or bring 1-2 questions to class about a given text. If your instructors do not build in activities that allow you to process your course readings ahead of time, there are a number of things you can do to prepare for a discussion on your own. Consider: