Melville Petrosky

Discussion Comment

I struggle with determining how to set the appropriate expectation level for a 400 level humanities course at a tech and design school. I have adult students with a variety of life challenges. My students range from a few highly vigilant A students to many more "I just need to pass" D students. There are usually a few students in between who are pleasantly content with a B or C. How do we combat the attitude of "I just need to get by?" I want to give assignments that challenge my students beyond just repeating concepts back to me. At… >>>

Melville Petrosky

Discussion Comment

Strategies for teaching a lot of theory

I have theory heavy classes such as ethics and political science. I've been incorporating more group discussion, film clips, current news internet clips, and anonymous surveys into class, but I'm dying for new ideas for other group or individual activities that are not so discussion oriented. I want to maintain a balance between discussion and other types of lessons. I'd appreciate any suggestions. Thank you, Melville

Melville Petrosky

Discussion Comment

Discussion lengths

I often insert discussions with analysis questions and critical thinking issues into my lectures to engage the students. I wasn't aware that it was a special strategy until now; however, it does bring to mind many comments from students regarding how they don't get much time to talk in other classes. My main concern is how much time should be devoted to discussion. I have a 90 minute class that meets twice a week and a 3.5 hour class that meets once a week. I want to make sure that I have an appropriate balance.