Assignment: Classroom Participation

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Assignment: Classroom Participation

Assignment: Classroom Participation

Students are expected to initially address the discussion question by Wednesday of each week. Participation in the discussion forums is expected with a minimum total of three (3) substantive postings (this includes your initial posting and posting to two peers) on three (3) different days per week. Substantive means that you add something new to the discussion, you aren’t just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion and should be correlated to the literature.

All discussion boards will be evaluated utilizing rubric criterion inclusive of content, analysis, collaboration, writing and APA. If you fail to post an initial discussion you will not receive these points, you may however post to your peers for partial credit following the guidelines above. Due to the nature of this type of assignment and the need for timely responses for initial posts and posting to peers, the Make-Up Coursework Policy (effective July 2017) does not apply to Discussion Board Participation.

Many course designs include classroom involvement. 
It can lead to students making insightful comments and making fascinating connections, as well as fostering a high level of energy and passion in the classroom. 
Poorly handled participation, on the other hand, can lead to instructor dissatisfaction and student perplexity. 
Here are some ideas to consider utilizing to improve your classroom involvement.

 

What does it mean to “participate”?
Make your definition and intention crystal clear. 
Participation is frequently confused with discussion, which usually entails a lengthy discussion with the entire class. 
Short conversations between teachers and students, or within small groups of students, might also be considered involvement. 
If you include a participation component in your assessment list, make sure your pupils understand what it entails and why you’re including it. 
Do you consider student participation to be a result of their preparation? 
Are you more concerned with the quantity or the quality of contributions? 
Is it possible for pupils to take chances and make mistakes as part of their learning if they participate? 
Does it broaden their horizons in terms of thinking? 
Is it possible for them to exhibit and improve their communication abilities? 
Is it possible for a student to take part in too many activities?

 

Make an effort to reach an agreement. 
While you can create a rubric on your own to describe how you will evaluate participation, you may find that students will participate more enthusiastically if you ask them to help define what defines effective participation and then invite them to collaborate with you to create a rubric. 
Bean and Peterson (1998) recommend having students describe characteristics of productive talks they’ve had in the past, such as the students’ and instructor’s behaviors and roles.
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