Let's Discuss That

I'm a talker. I always have been.  I have never been accused of being shy, withdrawn, or introverted. I am going to date myself here, but as a child, my parents would good-naturedly start humming the Jabberjaw theme song to gently remind me to zip-it for a few minutes. It worked. For a few minutes. Then I was at it again yapping to a parent, sibling, friend, dog, stuffed animal, wall...I'm not picky.

Jabberjaw Theme Song

image from: http://thesweetestplum.com.au/2013/02/03/63-the-denial-of-self/

There are some up-sides to being chatty.  I meet people easily, can carry a conversation with just about anyone, and am generally viewed as friendly and approachable. 

There are some huge disadvantages that I recognize as well.  I can wait-to-talk instead of listening, dominate a conversation, or generally not allow the precious silence some people prefer.  When I ask people if I can reach out for a "quick call," sometimes (even thousands of miles away) I swear I hear their eyes roll. 

As a teacher, I adored the extroverts in class.  I often found the loquacious students amusing, fun, and interesting.  Often, but not always.  During class discussions, despite all my efforts with timers, signals, pre-determined orders, and a last-ditch failed talking-stick-fiasco, the unreserved conversationalists would battle it out for air-time and the less verbose students would shrink into their chairs.  It was a real problem- until I found the perfect solution!

Using Discussions on My Big Campus leveled the playing field for my students.  It didn't matter how reserved or wide-open my young scholars were.  Each had an equal voice when we moved the discussions on-line. No one had to cut short what she/he wanted to say due to time allowances, taking turns, or being interrupted.  Sometimes the most astute postings were from students that simply had a fear of speaking aloud.  Furthermore, students could read and re-read each others' contributions.  They could formulate more complex ideas rather than just having to respond right in the moment. Students could respond to each other asynchronously and revisit threads they wanted to contribute more to.

In verbal discussions, there was a momentum that drove the conversation down a very linear path. With on-line conversations, the threads and expansions created a rich web in which ideas were thoroughly developed, debated, and extended.  We could all go back and read everyone's contributions, then thoughtfully respond.

I appreciated that on-line discussions could be continued indefinitely.  Sometimes an idea from a current theme sparked a prior-knowledge chord in students.  Reading their new comments on previous Discussions let me know they were making connections, retrieving antecedents to the present lesson, and truly developing instead of just having static thoughts.

The main draw to Discussions is that students like it! In fact, I would occasionally ask if they would prefer a face-to-face or on-line discussion about a topic and (without fail) the consensus was to have the discussion on-line. These digital natives enjoy the format as well as the affirmation through comments and "hearts" that their opinions matter and even evoke further commentary from their peers.

Whether your students are chatterboxes (like me!) or a bit more reticent, My Big Campus Discussions offer a positive venue for your classes. Give it a whirl- here's how to get started: http://j.mp/103BmiP .

The internet could be a very positive step towards education, organization and participation in a meaningful society. ~Noam Chomsky

Well said, sir. Now let's discuss that!