There were a variety of definitions offered, but most participants agreed that a classroom discussion involves an exchange of ideas among members of the class focused on the course material in some way. A hallmark of a true discussion is the interchange of ideas among students without the instructor having to respond to each and every comment or even to acknowledge each individual's contribution. Instead, the instructor who uses discussion as a teaching strategy serves as a facilitator or monitor of the activity rather than its focal point. Some participants indicated that the criterion of the most effective discussions is when students continue the conversations beyond the class and can be heard continuing to exchange ideas as they leave. Students who appropriately cite discussion comments or insights on WPRs or TEEs is another indicator of effectiveness.
Preparation is the single most effective way to improve classroom discussions.
As a teaching strategy, discussion should not be an impromptu choice. Instructors need to insure preparation and establish expectations. For example, one cannot simply assume that because a block of reading is assigned on the syllabus that the cadets will be prepared to discuss that material in class. If the instructor has decided that discussion is the strategy he or she intends to use, that instructor should provide some context for the cadets. The groups are each assigned a question and told that they have 10 minutes to prepare a response.