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60 ESL conversation questions about education, school, and university

Posted by by Cameron Smith
May 13, 2023

Get everyone talking with these ESL conversation questions about education, school, and university.

Almost everyone in the world has had direct experience with education in some way, shape, or form. So get your students talking and sharing their experiences on the education system they experienced in their home country, and their take on the way other countries educate their populations.

ESL conversation questions about school

Is the education system different in your country? How?
Do you think that education is important for everyone?
Should free education be a basic human right? Why or why not?
What attributes does someone need to be a great teacher?
Would you like to be a teacher? Why or why not?
Do you think that teachers are paid enough for the work that they do? Why or why not?
What improvements would you like to make to your country’s education system?
What are some of the things that your country’s education system does better than any other country?
Is education highly valued in your country? Why or why not?
Are teachers respected in your country?
Is it common for students to graduate from high school in your country?
Is it a legal requirement for children to attend school in your country?
Is education completely free in your country?
Does your country offer high quality education to all students? Why or why not?
What would the world look like without education?
Which country is doing the best job at educating its population?
Are there any disadvantages to attending university, versus getting real-world training?
Has education changed since you were young?
How do you think education will evolve in the years to come?
How will AI change education in the near and distant future?
Did you enjoy going to school?
Did you prefer primary school or high school? Why?
What were your favorite subjects in high school?
What were your least favorite subjects in high school?
Who was your favorite teacher in school? What made them such a great educator, in your opinion?
What is your favorite memory from school?
What is your least favorite memory from school?
When you were younger, what did you want to be when you grew up? Did that goal change by the time you graduated from high school?
Do you prefer to study with books or a computer?
Did you enjoy doing your homework?
Do you think that homework is important for students? Why or why not?
What improvements could we make to the education system?
If you could go back to school and do it all over again, what would you do differently this time?
Did you ever go on any school trips? Describe them.
What sports did you excel at during your school years?
What extracurricular activities did you participate in during your school years?
Did you ever win any awards at school?
What is a typical school lunch in your country? Describe it.
At what age do children start to attend school in your country?
How old are students when they graduate from high school in your country?

ESL conversation questions about university

What are you studying / What will you study at university?
Is university free in your country?
Do you think that university is too expensive?
Do you think that secondary education should be provided free to all citizens? Why or why not?
Does your future career require a university degree?
If you have graduated, are you still using the knowledge that you learned at university?
How can students balance their university commitments with other life commitments (e.g. a job)?
What are some of the challenges that students deal with in secondary or tertiary education?
Do you think that every career should require a university degree?
Do you think that someone can learn more from practical on-the-job experience versus a university degree? Why or why not?
How has online learning impacted universities?
Do you think that in-person education is more effective than online or remote education?
Do you prefer studying alone or in a group?
Do you enjoy participating in clubs, organizations, or extracurrucular activities at your university?
Do you think that networking is important for students while they are at university? Why or why not?
What are some of the advantages of obtaining a university degree?
What are some of the downsides of obtaining a university degree?
What is your best advice for someone who is about to attend university?
Do you think that everyone should attend university? Why or why not?
What are some of the differences between secondary education (high school) and tertiary education (university)?

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Cameron Smith

I'm an English Communication Coach based in Vancouver, Canada. I'm on a mission to help millions of people speak English with confidence. Thanks for visiting this site! If you want longer video content, please follow me on YouTube for fun English lessons and helpful learning resources!

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Over 170 Prompts to Inspire Writing and Discussion

Here are all of our Student Opinion questions from the 2020-21 school year. Each question is based on a different New York Times article, interactive feature or video.

By The Learning Network

Each school day we publish a new Student Opinion question, and students use these writing prompts to reflect on their experiences and identities and respond to current events unfolding around them. To introduce each question, we provide an excerpt from a related New York Times article or Opinion piece as well as a free link to the original article.

During the 2020-21 school year, we asked 176 questions, and you can find them all below or here as a PDF . The questions are divided into two categories — those that provide opportunities for debate and persuasive writing, and those that lend themselves to creative, personal or reflective writing.

Teachers can use these prompts to help students practice narrative and persuasive writing, start classroom debates and even spark conversation between students around the world via our comments section. For more ideas on how to use our Student Opinion questions, we offer a short tutorial along with a nine-minute video on how one high school English teacher and her students use this feature .

Questions for Debate and Persuasive Writing

1. Should Athletes Speak Out On Social and Political Issues? 2. Should All Young People Learn How to Invest in the Stock Market? 3. What Are the Greatest Songs of All Time? 4. Should There Be More Gender Options on Identification Documents? 5. Should We End the Practice of Tipping? 6. Should There Be Separate Social Media Apps for Children? 7. Do Marriage Proposals Still Have a Place in Today’s Society? 8. How Do You Feel About Cancel Culture? 9. Should the United States Decriminalize the Possession of Drugs? 10. Does Reality TV Deserve Its Bad Rap? 11. Should the Death Penalty Be Abolished? 12. How Should Parents Support a Student Who Has Fallen Behind in School? 13. When Is It OK to Be a Snitch? 14. Should People Be Required to Show Proof of Vaccination? 15. How Much Have You and Your Community Changed Since George Floyd’s Death? 16. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 17. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 18. Is Your Generation Doing Its Part to Strengthen Our Democracy? 19. Should Corporations Take Political Stands? 20. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 21. How Should Schools Hold Students Accountable for Hurting Others? 22. What Ideas Do You Have to Improve Your Favorite Sport? 23. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped? 24. Is the Electoral College a Problem? Does It Need to Be Fixed? 25. Do You Care Who Sits on the Supreme Court? Should We Care? 26. Should Museums Return Looted Artifacts to Their Countries of Origin? 27. Should Schools Provide Free Pads and Tampons? 28. Should Teachers Be Allowed to Wear Political Symbols? 29. Do You Think People Have Gotten Too Relaxed About Covid? 30. Who Do You Think Should Be Person of the Year for 2020? 31. How Should Racial Slurs in Literature Be Handled in the Classroom? 32. Should There Still Be Snow Days? 33. What Are Your Reactions to the Storming of the Capitol by a Pro-Trump Mob? 34. What Do You Think of the Decision by Tech Companies to Block President Trump? 35. If You Were a Member of Congress, Would You Vote to Impeach President Trump? 36. What Would You Do First if You Were the New President? 37. Who Do You Hope Will Win the 2020 Presidential Election? 38. Should Media Literacy Be a Required Course in School? 39. What Are Your Reactions to the Results of Election 2020? Where Do We Go From Here? 40. How Should We Remember the Problematic Actions of the Nation’s Founders? 41. As Coronavirus Cases Surge, How Should Leaders Decide What Stays Open and What Closes? 42. What Is Your Reaction to the Inauguration of Joe Biden and Kamala Harris? 43. How Worried Should We Be About Screen Time During the Pandemic? 44. Should Schools Be Able to Discipline Students for What They Say on Social Media? 45. What Works of Art, Culture and Technology Flopped in 2020? 46. How Do You Feel About Censored Music? 47. Why Do You Think ‘Drivers License’ Became Such a Smash Hit? 48. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 49. How Well Do You Think Our Leaders Have Responded to the Coronavirus Crisis? 50. To What Extent Is the Legacy of Slavery and Racism Still Present in America in 2020? 51. How Should We Reimagine Our Schools So That All Students Receive a Quality Education? 52. How Concerned Do You Think We Should Be About the Integrity of the 2020 Election? 53. What Issues in This Election Season Matter Most to You? 54. Is Summer School a Smart Way to Make Up for Learning Lost This School Year? 55. What Is Your Reaction to the Senate’s Acquittal of Former President Trump? 56. What Is the Worst Toy Ever? 57. How Should We Balance Safety and Urgency in Developing a Covid-19 Vaccine? 58. What Are Your Reactions to Oprah’s Interview With Harry and Meghan? 59. Should the Government Provide a Guaranteed Income for Families With Children? 60. Should There Be More Public Restrooms? 61. Should High School-Age Basketball Players Be Able to Get Paid? 62. Should Team Sports Happen This Year? 63. Who Are the Best Musical Artists of the Past Year? What Are the Best Songs? 64. Should We Cancel Student Debt? 65. How Closely Should Actors’ Identities Reflect the Roles They Play? 66. Should White Writers Translate a Black Author’s Work? 67. Would You Buy an NFT? 68. Should Kids Still Learn to Tell Time? 69. Should All Schools Teach Financial Literacy? 70. What Is Your Reaction to the Verdict in the Derek Chauvin Trial? 71. What Is the Best Way to Stop Abusive Language Online? 72. What Are the Underlying Systems That Hold a Society Together? 73. What Grade Would You Give President Biden on His First 100 Days? 74. Should High Schools Post Their Annual College Lists? 75. Are C.E.O.s Paid Too Much? 76. Should We Rethink Thanksgiving? 77. What Is the Best Way to Get Teenagers Vaccinated? 78. Do You Want Your Parents and Grandparents to Get the New Coronavirus Vaccine? 79. What Is Your Reaction to New Guidelines That Loosen Mask Requirements? 80. Who Should We Honor on Our Money? 81. Is Your School’s Dress Code Outdated? 82. Does Everyone Have a Responsibility to Vote? 83. How Is Your Generation Changing Politics?

Questions for Creative and Personal Writing

84. What Does Your Unique Style Say About You? 85. How Do You Spend Your Downtime? 86. Would You Want to Live to 200? 87. How Do You Connect to Your Heritage? 88. What Do You Think Are the Secrets to Happiness? 89. Are You a Sneakerhead? 90. What Role Have Mentors Played in Your Life? 91. If You Could Make Your Own Podcast, What Would It Be About? 92. Have You Ever Felt Pressure to ‘Sell Your Pain’? 93. Do You Think You Make Good Climate Choices? 94. What Does TikTok Mean to You? 95. Do Your Parents Overpraise You? 96. Do You Want to Travel in Space? 97. Do You Feel You’re Friends With Celebrities or Influencers You Follow Online? 98. Would You Eat Food Grown in a Lab? 99. What Makes You Cringe? 100. What Volunteer Work Would You Most Like to Do? 101. How Do You Respond When People Ask, ‘Where Are You From?’ 102. Has a School Assignment or Activity Ever Made You Uncomfortable? 103. How Does Your Identity Inform Your Political Beliefs and Values? 104. Are You an Orchid, a Tulip or a Dandelion? 105. Are You Having a Tough Time Maintaining Friendships These Days? 106. How Is Your Mental Health These Days? 107. Do You Love Writing or Receiving Letters? 108. What Has Television Taught You About Social Class? 109. Are You Easily Distracted? 110. What Objects Bring You Comfort? 111. What Is Your Favorite Memory of PBS? 112. Have You Ever Felt Embarrassed by Your Parents? 113. What Are You Doing to Combat Pandemic Fatigue? 114. Have You Ever Worried About Making a Good First Impression? 115. What Do You Want Your Parents to Know About What It’s Like to Be a Teenager During the Pandemic? 116. How Have You Collaborated From a Distance During the Pandemic? 117. How Important Is It to You to Have Similar Political Beliefs to Your Family and Friends? 118. How Are You Feeling About Winter This Year? 119. Which Celebrity Performer Would You Like to Challenge to a Friendly Battle? 120. How Mentally Tough Are You? 121. What Smells Trigger Powerful Memories for You? 122. What Are You Thankful for This Year? 123. Do You Miss Hugs? 124. Are You a Good Conversationalist? 125. What Habits Have You Started or Left Behind in 2020? 126. What Was the Best Art and Culture You Experienced in 2020? 127. What’s Your Relationship With Masks? 128. What Role Does Religion Play in Your Life? 129. How Will You Be Celebrating the Holidays This Year? 130. What Is Something Good That Happened in 2020? 131. What New Flavor Ideas Do You Have for Your Favorite Foods? 132. What Are Your Hopes and Concerns for the New School Year? 133. How Has 2020 Challenged or Changed You? 134. What Do You Hope for Most in 2021? 135. How Do You View Death? 136. What Is Your Favorite Fact You Learned in 2020? 137. What Are the Places in the World That You Love Most? 138. Have You Ever Experienced ‘Impostor Syndrome’? 139. How Well Do You Get Along With Your Siblings? 140. Do You Talk to Your Family About the Cost of College? 141. Do You Have a Healthy Diet? 142. How Do You Feel About Mask-Slipping? 143. Do You Believe in Manifesting? 144. How Do You Express Yourself Creatively? 145. What Are Your Family’s House Rules During the Covid Crisis? 146. What Online Communities Do You Participate In? 147. Have You Experienced Any Embarrassing Zoom Mishaps? 148. What Does Your Country’s National Anthem Mean to You? 149. Are Sports Just Not the Same Without Spectators in the Stands? 150. Would You Volunteer for a Covid-19 Vaccine Trial? 151. What ‘Old’ Technology Do You Think Is Cool? 152. Have You Ever Tried to Grow Something? 153. How Has the Pandemic Changed Your Relationship to Your Body? 154. How Do You Find New Books, Music, Movies or Television Shows? 155. Are You Nervous About Returning to Normal Life? 156. How Do You Celebrate Spring? 157. How Do You Talk With People Who Don’t Share Your Views? 158. Would You Want to Be a Teacher Someday? 159. What Would You Recommend That Is ‘Overlooked and Underappreciated’? 160. What Children’s Books Have Had the Biggest Impact on You? 161. What Is Your Gender Identity? 162. Have You Hit a Wall? 163. What Is the Code You Live By? 164. Do You Think You Have Experienced ‘Learning Loss’ During the Pandemic? 165. What Are the Most Memorable Things You’ve Seen or Experienced in Nature? 166. Do You Want to Have Children Someday? 167. What Have You Learned About Friendship This Year? 168. What Seemingly Mundane Feats Have You Accomplished? 169. Has a Celebrity Ever Convinced You to Do Something? 170. How Have You Commemorated Milestones During the Pandemic? 171. How Often Do You Read, Watch or Listen to Things Outside of Your Comfort Zone? 172. Do You Think You Live in a Political Bubble? 173. What Is Your Relationship With the Weight-Loss Industry? 174. What Have You Made This Year? 175. How Are You Right Now? 176. What Are You Grateful For?

Want more writing prompts?

You can find even more Student Opinion questions in our 300 Questions and Images to Inspire Argument Writing , 550 Prompts for Narrative and Personal Writing and 130 New Prompts for Argumentative Writing . We also publish daily Picture Prompts , which are image-centered posts that provide space for many different kinds of writing. You can find all of our writing prompts, added as they publish, here .

Education Conversation Questions

Warm-up Question: Are you trying to learn anything these days? Is there something you want to study?

Discussion Questions:

How important is education?
Does your country have a good education system? What are its strengths and weaknesses?
Which countries have the best schools and universities? Why are they considered good?
Is education only for the young? What do people learn when they are older?
Henry Ford said, "Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young." Do you agree? Why?
Do you enjoy learning new things? Give an example if you can.
Does studying make you tired? Is it hard work? How can a student get energy for study?
What characteristics should a good teacher have?
Have you ever considered becoming a teacher? Why or why not?
Who has taught you a lot in your life?
Some people learn on their own. What things, if any, have you learned without teachers or formal education?

A woman who is wearing glasses and biting a pencil is staring at a computer, as if she is studying hard.

There are many education resources online including full university classes. Have you used the internet to learn? Give an example if you can.
Some people feel the education style of schools damages originality and creativity. What do you think?
How do you feel about tests and examinations? Are they necessary?
What's your learning style? Do you learn best by listening, reading, doing things, or by some other method?
Do you prefer to spend time with people of a similar level of education to yourself? Why or why not?

Learning Through Discussion

Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. However, like any class activity, they require planning and preparation. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions.

Identifying your Course Context

Plan for Classroom Discussion
Warm up Classroom Discussion
Engage in Classroom Discussion
Wrap up Classroom Discussion

Leveraging Asynchronous Discussion Spaces

References and Further Reading

The CTL is here to help!

Seeking additional support with discussion pedagogy? Email [email protected] to schedule a 1-1 consultation. For support with any of the Columbia tools discussed below, email [email protected] or join our virtual office hours .

Interested in inviting the CTL to facilitate a session on this topic for your school, department, or program? Visit our Workshops To Go page for more information.

Cite this resource: Columbia Center for Teaching and Learning (2021). Learning Through. DIscussion. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/

The What and Why of Class Discussion

Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. Regardless of class context (e.g.: a seminar, large lecture, or lab course) or the form (e.g.: in-person or asynchronous) discussion takes, it offers a number of benefits to students’ learning. As an active learning technique, class discussion requires students to be co-constructors of their learning. Research shows that students learn more when they actively participate in their learning, rather than passively listen. Furthermore, studies have also shown that “student participation, encouragement, and peer-to-peer interaction was consistently and positively related to the development of critical thinking skills” (Howard, 2015, pp. 6). Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015). But just like effective lectures or assignments require planning and preparation, so too does class discussion.

The following sections offer a framework and strategies for learning through discussion. These strategies are organized around four key phases: planning for classroom discussion, warming up for classroom discussion, engaging in classroom discussion, and wrapping up classroom discussion.

While the strategies and considerations provided throughout this resource are adaptable across course contexts, it is important to recognize instructors’ varied course formats, and how discussion might differ across them. This section identifies a few of these contexts, and reviews how these contexts might shape instructors’ engagement with both this resource and class discussion more broadly.

I teach a discussion-based course

Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. It is important to create multiple opportunities for engagement and not just rely on whole group discussion. Pair and small group discussions can create trust among students and give them the confidence to speak up in the larger group. Instructors of discussion-based courses can extend in-class discussions into the asynchronous space. These inclusive moves allow students to contribute to discussions in multiple ways.

I do not teach a discussion-based course

Whether teaching a large lecture course, a lab course, or other non-discussion based course, students will still benefit from interacting with each other and learning through discussion. Small group or pair discussion can be less intimidating for students regardless of class size and help create a sense of community that impacts learning.

I teach a course that may have some Hybrid/HyFlex meetings.

In-person classes might sometimes offer hybrid or HyFlex opportunities for students to accommodate extenuating circumstances. In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. To make this a reality, advanced preparation involves thinking through the logistics using discussion activities, roles and responsibilities (if working with TA(s)), classroom technologies (e.g., ceiling microphones available in the classroom; asking in-person students to bring a mobile device and headset if possible to engage with their remote peers), and determining the configurations if using discussion groups or paired work (both in a socially distanced classroom, and if asking both in-person and remote students to discuss together in breakout groups).

Planning for Classroom Discussion

Regardless of your course context, there are some general considerations for planning a class discussion; these considerations include: the goals and expectations, the modality of discussion, and the questions you might use to prompt discussion. The following section offers some questions for reflection, alongside ideas and strategies to address these considerations.

Goals & Expectations

What is the goal of the discussion? How will it support student learning? What are your expectations of student participation and contributions to the discussion? How will you communicate the goals and expectations to students?

Articulate the goals of discussion : Consider both the content you want your students to learn and the skills you want them to apply and develop. These goals will inform the learner-centered strategies and digital tools you use during discussion.

Communicate the purpose (not just the topic) of discussion: Sharing learning goals will help students understand why discussion is being used and how it will contribute to their learning.

Specify what you expect of student contributions to the discussion and how they will be assessed: Be explicit about what students should include in their contributions to make them substantive, and model possible ways of responding. Guide students in how they can contribute substantively to their peers’ live responses or online posts. You might consider asking students to use the 3CQ model:

Compliment—I like that ___ because…;
Comment—I agree/disagree with (specific point/idea) because…;
Connection—I also thought that…;
Question—I wonder why…

Establish discussion guidelines: Communicate expectations for class discussion. Be sure to include desired behaviors/etiquette and how technologies and tools for discussion will be used. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. For more support with getting started, see the Barnard Center for Engaged Pedagogy’s resource on Crafting Community Agreements . Additionally, while there are some shared general discussion guidelines, there are also some specific considerations for asynchronous discussions:

Sample Discussion Guidelines:

Refer to classmates by name.
Allow everyone the chance to speak (“Take Space, Make Space”).
Constructively critique ideas, not individuals.
Listen actively without interrupting.
Contribute questions, ideas, or resources.

Sample Asynchronous Discussion Guidelines:

Respond to discussion posts within # of hours or days.
Review one’s own writing for clarity before posting, being mindful of how it may be interpreted by others.
Prioritize building upon or challenging the strongest ideas presented in a post instead of only focusing on the weakest aspects.
Acknowledge something someone else said.
Build on their comment by connecting with course content, adding an example or observation.
Conclude with critical thinking or socratic questions.

Invite students to revise, contribute to, or co-create the guidelines. One way to do this is to facilitate a discussion about discussions, asking students to identify what the characteristics of an effective discussion are. This will encourage their ownership of the guidelines. Post the guidelines in CourseWorks and refer to them as needed.

In what modality/modalities will the discussion take place (in-person/live, asynchronous, or a blend of both)?

The modality of your class discussion may determine the tools and technologies that you ask students to engage with. Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement. Consider leveraging your asynchronous course spaces (e.g., CourseWorks), which can help students both prepare for an in-class discussion, as well expand upon and continue in-class discussions. For support with setting up asynchronous discussions, see the Leveraging Asynchronous Discussion Spaces section below.

What prompts will be used for discussion? Who will come up with those prompts (e.g.: instructor, TA, or students)?

The questions you ask and how you ask them are important for leading an effective discussion. Discussion questions do not have to be instructor-generated; asking students to generate discussion prompts is a great way to engage them in their learning.

Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Vary question complexity over the course of a discussion. If there’s one right answer, ask students about their process to get to the right answer.

The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Bloom’s Taxonomy.

Warming up for Classroom Discussion

Get students comfortable talking with their peers, you, and the TA(s) (as applicable) from the start of the course. Create opportunities for students to have pair or small group conversations to get to know one another and connect as a community. Regardless of your class size or context (i.e.: seminars, large-lecture classes, labs), for discussions to become a norm in your course, you will need to build community early on in the course.

Get students talking early and often to foster community

How will you make peer-to-peer engagement an integral part of your class? How can you get students talking to each other?

To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Icebreakers and small group discussion opportunities provide great ways to get students talking, especially in large-enrollment classes where students may feel less connection with their peers (see sample icebreakers below ). For additional support with building community in your course, see the CTL’s Community Building in Online and Hybrid (HyFlex) Courses resource. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.)

Establish class norms around discussion and participation

How can you communicate class norms around discussion and participation on day one?

The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. Rather than letting norms of passivity establish over the first couple of weeks, you can use the first class meeting to signal to students they will be expected to participate or interact with their peers regularly. You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. No matter the activity, establishing a norm around discussion and participation at the outset will help warm students up to participating and contributing to later discussions; these norms can also be further supported by your discussion guidelines . Icebreakers: Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. Some ideas for icebreaker activities related to discussion include:

(Meta)Discussion about Discussions: In small groups during class, or using a CourseWorks discussion board , students introduce themselves to each other, and share their thoughts on what are the qualities of good and bad discussions.
Course Content: Ask students to share their thoughts about a big question that the course addresses or ask students what comes to mind when they think of an important course concept. You could even ask students to scan the syllabus and share about a particular topic or reading they are most excited about.

Engaging in Classroom Discussion

With all of your preparation and planning complete, there are some important considerations you will need to make with both your students and yourself in mind. This section offers some strategies for engaging in classroom discussion.

Involve students in discussion

How will you engage all of your students in the discussion? How will you make discussion and your expectations about student participation explicit and integral to the class?

Involving your students in class discussion will allow for more student voices and perspectives to be contributed to the conversation. You might consider leveraging the time before and after class or office hours to have informal conversations and build rapport with students. Additionally, having students rotate roles and responsibilities can keep them focused and engaged.

Student roles: Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. In large-enrollment courses, these roles can be assigned in small group or pair discussions. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. Additional roles might include: timekeeper, notetaker, discussion starter, wrapper, and student monitor:

Discussion starter / original poster: Involve students in initiating the discussion. Designate 2–3 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content.
Discussion wrapper: Engage students in facilitating the discussion. Help students grasp take-aways. Designate 2-3 students per discussion to wrap up the discussion by identifying themes, extracting key ideas, or listing questions to explore further.
Student monitor: Ask a student (on a rotating basis) or TA(s) if applicable, to monitor the Zoom chat (in hybrid/HyFlex courses) or the CourseWorks Discussion Boards (when leveraging asynchronous discussion spaces). The monitors can then flag important points for the class or read off the questions that are being posed.

Student-generated questions: Prepare students for discussion and involve them in asking and answering peer questions about the topic. Invite students to post questions to a CourseWorks Discussion before class, or share their questions during the discussion. If students are expected to respond to their peer’s questions, they need to be told and guided how to do so. Highlight and use insightful student questions to prime or further the discussion.

Student-led presentations: In smaller seminar-style classes or labs, invite students to give informal presentations. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt.

Determine your role in discussion

How will you facilitate discussion? What will your presence be in asynchronous discussion spaces? What can students expect of your role in the discussion?

Make your role (or that of your co-instructor(s) and/or TA(s)) in the discussion explicit so that students know what to expect of your presence, reinforcement of the discussion guidelines, and receipt of feedback.

Actively guide the discussion to make it easy for students to do most of the talking and/or posting. This includes being present, modeling contributions, asking questions, using students’ names, giving timely feedback, affirming student contributions, and making inclusive moves such as including as many voices and perspectives and addressing issues that may arise during a conversation.

For in-class discussions , additional strategies include actively listening, giving students time to think before responding, repeating questions, and warm calling. (Unlike cold calling, warm calling is when students do pre-work and are told in advance that they will be asked to share their or their group’s response. This technique can minimize student anxiety, as well as produce higher quality responses.)
For asynchronous discussions , additional strategies include having parallel discussions in small groups on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc.

Manage the discussion and intervene when necessary : Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. Ask students to explain or provide evidence to support their contributions, connect their contributions to specific course concepts and readings, redirect or keep the conversation on track, and revisit discussion guidelines as needed.

For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. While it’s important for students to do most of the talking and posting, TAs can support students in the discussion, and their presence can help keep the discussion on track. If you have TAs who lead discussion sections, you might consider sharing some of these discussion management strategies and considerations with them, and discuss how the discussion sections can and will expand upon discussions from the larger class.

Give students time to think before, during, and after the discussion

Thinking time will allow students to prepare more meaningful contributions to the discussion and creates opportunities for more students, not just the ones that are the quickest to respond, to contribute to the conversation. Comfort with silence is important following a posed question. Some thinking time activities include:

“ Silent meeting ” (Armstrong, 2020): Devote class time to students silently engaging with course materials and commenting in a shared document. You can follow this “silent meeting” with small group discussions. In a large enrollment class, this strategy can allow students to engage more deeply and collaboratively with material and their peers.
Think-Pair-Share : Give students time to think before participating. In response to an open-ended question, ask students to first think on their own for a few minutes, then pair up to discuss their ideas with their partner. Finally, ask a few pairs to share their main takeaways with the whole class.
Discussion pause : Give students time to think and reflect on the discussion so far. Pause the discussion for a few minutes for students to independently restate the question, issue, or problem, and summarize the points made. Encourage students to write down new insights, unanswered questions, etc.
Extend the discussion: Encourage students to continue the class discussion by leveraging asynchronous course spaces (e.g.: CourseWorks discussion board). You may ask students to summarize the discussion, extend the discussion by contributing new ideas, or pose follow-up questions that will be discussed asynchronously or used to begin the next in-class discussion.
Polls to launch the discussion : Pose a poll closed-ended question and give students time to think and respond individually. See responses in real time and ask students to discuss the results. This can be a great warm up activity for a pair, small group, or whole class discussion, especially in large classes in which it may be more challenging to engage all students.

Wrapping up Classroom Discussion

Ensure that the discussion meets the learning objectives of the course or class session, and that students are leaving the discussion with the knowledge and skills that you want them to acquire. Give students an opportunity to reflect on and share what they have learned. This will help them make connections between other class material and previous class discussions. It is also an opportunity for you to gauge how the discussion went and consider what you might need to clarify or shift for future discussions.

Debrief the Discussion

How will you know the discussion has met the learning objectives of the course or class session? How will you ensure students make connections between broader course concepts and the discussion?

Set aside time to debrief the discussion. This might be groups sharing out their discussion take-aways, designated students summarizing the key points made and questions raised, or asking students to reflect and share what they learned. Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies.

Closing Reflection: Ask students to reflect on and process their learning by identifying key takeaways. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. You might consider collecting written reflections from students at the end of class, or after class through a Google Form or CourseWorks post. Consider asking students to not only reflect on what they learned from the discussion, but to also summarize key ideas or insights and/or pose new questions.

Collect Feedback, Reflect, Iterate

How will you determine the effectiveness of class discussion? How can you invite students into creating the learning space?

Feedback: Student feedback is a great way to gauge the effectiveness and success of class discussion. It’s important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTL’s resource on Early and Mid-Semester Student Feedback . You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey. Classes of all sizes and modalities can benefit from collecting this type of feedback from students.

Reflect: Before you engage with your students’ feedback, it’s important to take time and reflect for yourself: How do you think the discussion went? Did your students achieve the learning goals that you had hoped? If not, what might you do differently? You can then couple your own reflection with your students’ feedback to determine what is working well, as well as what might need to change for discussions to be more effective.

Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions.

Asynchronous discussion spaces are an effective way for students to prepare for in-class discussion, as well as expand upon what they have already discussed in class. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback.

Columbia Tools to Support Asynchronous Discussion

There are a number of Columbia tools that can support asynchronous discussion spaces. Some options that instructors might consider include:

CourseWorks Discussion boards : CourseWorks discussion boards offer instructors a number of customizable options including: threaded or focused discussions , post “like” functionality , graded discussion posts , group discussions , and more. For further support with your CourseWorks discussion board, see the CTL’s CourseWorks Support Page or contact the CTL at [email protected] to set up a consultation.
Ed Discussion (via CourseWorks): Starting in Fall 2021, instructors will have access to Ed Discussion within their CourseWorks site. For support on getting started with Ed Discussion, see their Quick Start Guide , or contact the CTL at [email protected] . For strategies and examples on how to enhance your course’s asynchronous discussion opportunities using Ed Discussion’s advanced features, refer to Enhance your Course Discussion Boards for Learning: Three Strategies Using Ed Discussion .

References and Further Reading

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Armstrong, B. (2020). To Spark Discussion in a Zoom Class, Try a ‘Silent Meeting .’ The Chronicle of Higher Education. November 18, 2020.

Barkley, E.F. (2010). Student Engagement Techniques: A Handbook for College Faculty . Jossey-Bass.

Barkley, E.F.; Major, C.H.; and Cross, K.P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty . Second Edition. Jossey-Bass.

Barnard Center for Engaged Pedagogy. (2021). Crafting community agreements .

Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: 50 Great Ways to Get People Talking . Wiley.

Cashin, W.E. (2011). Effective Classroom Discussions . IDEA Paper #49. Retrieved from www.ideaedu.org

Center for Research on Teaching and Learning. Guidelines For Classroom Interactions. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines

Davis, B.G. (2009). Tools for Teaching , 2 nd Edition.

Hancock, C., & Rowland, B. (2017). Online and out of synch: Using discussion roles in online asynchronous discussions. Cogent Education, 4(1).

Howard, J.R. (2015). Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online . Wiley.

Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. Chronicle of Higher Education. https://www.chronicle.com/interactives/20190523-ClassDiscussion

The K. Patricia Cross Academy. Making Good Use of Online Discussion Boards. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/

Read more about Columbia undergraduate students’ experiences with discussion

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How to Write Discussion Questions That Actually Spark Discussions

Person who is having a conversation with someone else is making hand gestures behind a computer and a notebook.

🎁 In addition to this blog post, we have created a whole free course on this topic. The course includes new material, actual discussions between real learners, knowledge checks, a certification, and access to an exclusive community of people working in education. Check out the course here .

Running an online discussion board is a very different challenge from having a classroom discussion. In-person instructors can ask discussion questions on the fly, rephrase themselves for clarity, and direct the flow of a conversation with follow-ups. Online, you only have one shot to ask a discussion question that catches students’ interest and compels them to speak up. The stakes are higher than you think. Sad, empty discussion boards, just like a reliance on dry online lectures, lead to disengaged students and lackluster online experiences .

On the flip side, active discussion boards can elevate an online class from okay to extraordinary. Studies show that participating in classroom discussions reinforces knowledge retention through active learning and strengthens students’ critical-thinking skills.

If you can get a real discussion going between students, then you can reap the benefits of community and collaborative learning , even if your class never meets face-to-face. To do this, you will have to look beyond the dry writing prompts and uninspired reading-comprehension questions that so often sink a conversation before it begins. You’ll have to craft questions that inspire students to actually engage and interact with each other in a lively discussion.

Here’s how.

Promote Divergent Thinking

Divergent thinking, the ability to consider many possible solutions instead of just one, is the key to a lively discussion board. While it’s important to assess students’ comprehension of the course materials, creating questions with a single right answer shuts down discussion before it starts. Consider Bloom’s Taxonomy of knowledge, which illustrates different levels of learning and understanding. The bottom of the pyramid represents the most basic levels of learning, where thinkers converge on one correct answer. The top of the pyramid, the higher level of learning, is where learners’ diverge to create their own unique answers.

Avoid questions that utilize only the bottom three layers of the pyramid: remember (fact recall), understand (explain concepts), and apply (use information to solve or interpret). These techniques are great for tests or essay assignments, but they won’t create debate, conversation, or original thought. Great discussion questions do more than just test comprehension: They turn students from passive receptors of knowledge into active participants in their education. To push students into exercising higher-level thinking, write discussion questions that pull from the top of the pyramid:

Analyze: Ask students to examine, classify, or question course materials to draw their own conclusions.
Evaluate: Ask students to form an opinion and defend it; critique or appraise course materials.
Create: Ask students to use what they’ve learned to construct something new.

Avoid closed-ended questions, such as those that ask students to list characteristics, define terms, explain concepts, or recall facts. Once the correct answer has been given, there isn’t much more to say, so the discussion fizzles out. Instead, create open-ended questions that don’t have a right or wrong answer. That way, each student can give their own unique perspective as they respond to and build on their classmates’ answers.

Have Learners Share What They Already Know

Discussion questions don't just have to focus on the creation or analysis of new information. Discussion questions that ask learners to share what they already know about a new idea, problem, or related concept, can be an equally impactful way to get the conversation flowing.

Discussion questions focused on uncovering what learners already know have several solid advantages:

Position learners as active participants in knowledge creation and sharing, rather than passive receptacles waiting to be taught new information
Reduce barriers to participation in the discussion; you don't have to come up with an innovative idea to have something worth sharing
Give instructors an insight into existing knowledge, so we can tailor upcoming exercises accordingly

These kind of discussion questions work best when framed similar to a think-pair-share exercise, according to the Designing for Learning blog . Ask learners to share "what they think and where, when, or how they might have heard about a concept, person, idea or related event".

For example, questions that ask learners to share prior knowledge might be framed as:

"What do you already know about this topic? What do you want to know?"
"Agree or disagree with the following statement, and explain why your prior knowledge justifies your opinion"

These kind of questions work best at the beginning of a new module or topic.

Encourage Analysis

Tap into students’ higher reasoning skills by posing questions that require them to critically think about course materials to draw their own conclusions. Instead of just regurgitating information, students will have to first apply what they’ve learned to the problem and then make connections by questioning, comparing, and organizing their ideas. To create analytical discussion questions, root your query in the required readings and lectures. Be careful not to slide into questions with a single right or wrong answer; instead, give students room to interpret and evaluate facts as they craft an argument. This will also create space for discussion as students compare their conclusions. Here are some examples of discussion questions that encourage analytical thinking: Ask students to critique an author’s argument: Are the theories that Darwin presented in 'On the Origin of Species' anti-religion? Ask students to compare two theories: Jean-Jacques Rousseau believed that human beings are inherently good. Thomas Hobbes disagreed, calling the human condition “nasty, brutish, and short.” Do you believe that humans are inherently good? Why or why not? Use causal reasoning : Based on the materials we’ve studied this semester, what do you believe is responsible for global warming? Ask questions that promote metacognition : How has your thinking about early childhood psychology changed since you began this course? ‍

Help All Learners Engage

Low engagement is not the only reason for empty discussion boards in online courses. In some cases, learners are eager to participate but don't feel comfortable doing so.

It's not hard to see why. The internet isn't always the kindest place, and sharing new ideas or opinions can make people vulnerable to a Twitter-style pile-on. As instructors we need to find ways to help the less confident share their thoughts.

The way we phrase our discussion questions and prompts can help achieve that aim:

Set Ground Rules Up Front

At the start of your discussion exercise, or at the top of the discussion board, make the rules of engagement clear. You may want to ask participants to avoid 'personalizing' an issue, or state what kind of language is unacceptable.

Use Unbiased Language in Your Questions

Gender neutral language ('salesperson' rather than 'salesman') and inclusive pronouns ('they/them') might help some people feel more welcome in the discussion. Remove any gender-specific or race-specific phrases in your discussion questions to make sure no one feels like they're not qualified to join the discussion.

Leverage Smaller Discussion Groups

Regardless of how confident your learners are, sometimes discussion boards just get too unruly to engage with. To avoid a situation in which the discussion becomes confused, try breaking your learners into smaller discussion groups and asking them to answer questions that way. Eduflow's discussion activity , for example, allows you to separate learners into smaller groups to create a safer learning environment.

Ask for Opinions

If the internet has taught us anything, it’s that everyone has opinions, and people love sharing them. Tap into this almost primal instinct by getting students talking not just about what they know but also about what they believe. Asking for opinions forces students to employ higher-level evaluation skills to justify their arguments. These questions require students to evaluate materials, create arguments, and defend those stances with facts and theories. To create questions that require students to take a stance: Ask them to compare two things: Who was the more influential Victorian poet, Tennyson or Hardy? Have them find a better way to do something: Traditionally, election polling has been conducted solely over the phone. How could this process be updated for the modern era while still maintaining poll integrity? Encourage them to argue why something is great (or terrible): Is there value in funding drug-prevention programs in public elementary schools? Why or why not? ‍

Ask Relational Questions

Get students invested in course materials by tying them to their everyday lives. Likewise, you can encourage discussion participation by writing questions that tie to current events or issues that are important to students. These questions draw students in because they allow them to apply their own perspectives and personal histories to the course materials. The answers can bring out strongly held opinions, which are usually the basis of healthy debates. A productive discussion can encourage students to question their assumptions and learn about alternate perspectives. To help students relate to the discussion questions: Ask for examples from students’ lives: Give an example of a time that you witnessed racial inequality. How did it shape or alter your worldview? Discuss timely issues: Last year, over 5,000 species were moved to the list of endangered animals. What role should biologists play in conservation? Brainstorm solutions to societal problems: What could be changed to improve clean-water regulations in the United States? ‍

Introduce Controversy

Give students something to argue about. Questions designed to create dissent encourages to construct arguments and formulate opinions, and students will have to actively synthesize the material to form and support an opinion. While controversy is the quickest way to spark a long and passionate online discussion, be careful when introducing sensitive subjects. Learning forums should be a safe space for all students to express ideas without feeling threatened or subjugated due to their race, gender, orientation, or religious beliefs. Controversial questions will require heavier instructor moderation to ensure that the conversations stay civil. To introduce an element of controversy into your discussions: Create questions that challenge common orthodoxies: Traditionally, law enforcement has served as the community’s first line of defense against criminal behavior, but many are beginning to question this model. What would an alternate approach to community policing look like, and how effective do you think it would be? Relate questions to current events: Should hospitals keep formula on site, or should they promote breastfeeding above all other options? Reference major debates in your academic field: Will humanity ever discover extraterrestrial life? What form might it take? ‍

Ask Fewer Questions, but Better Ones

It can be hard to know which questions will resonate with students and which will fall flat, but avoid the temptation to pepper the discussion board with questions to see what will stick. This will overwhelm students and result in less participation, not more. Instead, ask fewer questions , but spend your time crafting truly great ones that appeal to students’ higher reasoning skills and spur meaningful discussion. Great discussion questions:

Are clear and easy to understand. Avoid acronyms and scholarly language. Most students will not spend five minutes just trying to decipher what you’re asking.
Foster a dialogue. Beyond just having no single right answer, a good discussion question leaves room for people to not just answer the question differently but build on those answers to create a back-and-forth discussion as well.
Are inclusive. Everyone in the class should be equally prepared to answer the question, no matter what their background. Avoid questions that include details that are specific to only one culture, economic class, or gender. For example, if you’re teaching a class to a group of international students, don’t write questions based on the concept of American Thanksgiving.
Align with the course objectives. Just because something is interesting or would spark a lively debate doesn’t necessarily mean it’s relevant to the course. Your ultimate goal is to encourage students to use and apply the course materials, so your questions should align with that aim. ‍

Writing Great Discussion Questions Is Only Half the Battle

For most students, participating in class discussions is a calculated risk. They’re putting their carefully constructed arguments and deeply held opinions on the line, with a real possibility of criticism from their peers. You can encourage more participation and discussion by mitigating that risk and creating a welcoming space for students to share. After you’ve posed your killer question, continue to moderate and guide the discussion to keep it flowing civilly. This can be daunting in a very large online class, but an LMS with good moderation features, like the ability to section students into smaller discussion groups , can help. For more materials on collaborative learning, pedagogy, and creating fruitful online discussions, join our newsletter .

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Center for Teaching Innovation

Using effective questions.

Questions can do more than measure what students know. Appropriately challenging, engaging, and effective questions stimulate peer discussion and encourage students to explore and refine their understanding of key concepts.

Why ask questions?

Questions can diagnose student understanding of material.
Questions are a way of engaging with students to keep their attention and to reinforce their participation.
Questions can review, restate, emphasize, and/or summarize what is important.
Questions stimulate discussion and creative and critical thinking, as well as determine how students are thinking.
Questions help students retain material by putting into words otherwise unarticulated thoughts.

Considerations for developing & using effective questions

What are effective questions?

Effective questions are meaningful and understandable to students.
Effective questions challenge students, but are not too difficult.
Closed-ended questions, such as those requiring a yes/no response, or multiple choice can quickly check comprehension.
Open-ended questions probe and elicit expanded thinking and processing of information. By discussing the questions in groups, students have the opportunity to learn from a variety of perspectives.

Some examples of ineffective questions:

Too vague. Students are unsure of what is being asked and may refrain from attempting to answer.
Too loaded. Students may guess at what you want them to say rather than tell you what they think.
"Does everyone understand?" or "Any other questions?" Most students will not reply and even if they do, their answer is only a report of their own assessment of their comprehension.

Getting started with designing effective questions

Determine your learning objectives and align the questions with the objectives
Consider which level of learning you are targeting (i.e. remember, understand, apply, analyze, evaluate). Refer to Bloom’s taxonomy
Ask students to explain the cause of an event or why a given situation or condition has arisen (these usually begin with "Why" (open-ended questions)
Ask students to explain their reasoning for a multiple choice answer and explain why the other answers are incorrect
Ask students to compare and contrast situations, cases, ideas, people, or objects
Ask students to explain how to do something
Ask students to use their reasoning to predict something
Does this question draw out and work with pre-existing understandings that students bring with them?
Does this question raise the visibility of the key concepts the students are learning?
Will this question stimulate peer discussion?
Is it clear what the question is about?

Incorporating effective questions into your course

Although the most common way to ask a question is to pose it to the entire class, this may result in nobody volunteering to answer the question or only a few students attempting to answer it. Questions can be incorporated in a course in a variety of other ways:

Think-pair-share/Write-pair-share
Small group discussions
Online synchronous discussions
Minute papers or short, low-risk writing activities
Classroom polling systems with which students can answer questions using clickers or mobile devices. Answers are tallied instantly, and results can be displayed as they come in
Ask them to write questions they have about a topic or reading. Consider asking students to post them to an online forum before class
Quiz their neighbor on the lecture content or readings
Write down one or two remaining questions a few minutes before class ends and turn them in
Design questions to guide a small group discussion
Suggest and submit exam questions

Encourage students to answer questions by creating positive classroom norms and expectations:

Provide enough time for students to respond to questions. Let students handle awkward silences
Encourage student responses even if they are wrong. If a student is wrong, inaccurate, or unclear, respond with probing questions such as, "That's interesting. What makes you say that?" or "Could you rephrase that?"
Ask for students to respond to each other
State the relevance of a student’s response to the topic or use a student’s answer to your question as a link to some part of the topic framework in order to increase interaction and participation
See additional suggestions on creating a positive classroom climate .

More Information

Bloom's taxonomy

Online Education Blog of Touro University

How to Write Good Discussion Questions

Not every discussion board question leads to a dynamic discussion among students; some discussion boards just peter out over the course of a few days with barely any student engagement.

How can instructors prepare discussion questions that will result in meaningful dialogue among their students?

For a fantastic guide to writing good discussion questions, take a look at the chart below from Generating and Facilitating Engaging and Effective Online Discussions from the University of Oregon’s Teaching Effectiveness Program.

Discussion Prompts: Engage Your Students in Meaningful Dialogue (60 Examples Included)

By: Author Valerie Forgeard

Posted on Published: September 12, 2022 - Last updated: July 3, 2023

Categories Education , Inspiration

Do you ever struggle to engage your students in meaningful dialogue? If so, you’re not alone. Many teachers face this challenge daily. One way to help overcome this obstacle is by using discussion prompts. This blog post will discuss the benefits of using discussion prompts and provide examples of how to use them in your classroom. After reading this post, we hope you’ll be inspired to try out some discussion prompts with your students!

Get Them to Talk About Their Different Viewpoints of the World

How do you feel about the world?
Is the world a better place than it was 50 years ago? Why or why not?
How do you imagine the world will be in 50 years?
What’re the biggest challenges facing humanity today? Do you think we can do anything about them?
How can we improve the environment, so it’s safe for future generations?
What makes your country unique or different from other countries in the world?
Do you believe in global warming and climate change? Why or why not?
Why do you think some people prefer to live in rural areas and others in cities?
What’re the positive and negative aspects of technology in our lives today?
How can we use technology to make the world a better place?
How has technology changed the way we interact with each other in society today compared to when our parents were our age?
Do you think a robot can be more human than a human? If so, why or why not?
Do you think we should be responsible for taking care of the planet? If yes, why? If not, why not?
What do you think of “social justice” or “social equality”?
Should we all be required to vote in elections? Why or why not?
Should people convicted of a crime be allowed to vote when released from prison? Why or why not?
Is it possible for us to live without money?
How would you define what makes a society successful? What factors do you think contribute to a successful society?
Should there be limits on the number of children a person can have at one time (e.g., no more than three children per family)? Why or why not?
If you could host a dinner party with any three people from history, who’d you choose? And why?

Start a Class Discussion About Social Values

How do you define a social value?
What’re your values?
What do you think is important in life?
What do you stand for?
How do you express your values?
Are there values you don’t believe in? Why not?
What’re the most important things you should consider when making a decision?
Do you’ve any personal ideals that you live by? If so, what’re they, and why are they important to you?
How do we decide what’s right and wrong? Does it matter where we come from or what our culture is like when considering something like this?
Do you think people should always be honest?
What does respect mean?
How does your culture influence your views on social values?
What’re some examples of social values in your life? Are they different from what you were taught as a child? If so, why?
Has technology made us more aware of other cultures worldwide, or has it made us less aware? Why do you think that’s? What can we do as a society to bridge this gap between cultures and build bridges instead of walls?
What’re the differences between “right” and “wrong” regarding societal values?
Is there such a thing as absolute truth regarding social values, or is it relative to each situation? Why or why not?
What’re some examples of conflicts between moral beliefs and social values? Are there any that you’d like to discuss in more detail?
What’re some examples of conflicts between ethical beliefs and social values? Are there any that you’d like to discuss in more detail?
Does one person’s opinion on a topic carry more weight than another’s because they have more personal experience or authority than the other? Why or why not?
Do you think social values change over time? If so, how would you describe this change?

Ask Them Some Discussion Questions About Education

What’s the most important thing about being a student?
Do you think everyone should go to college?
What’s the most interesting thing you’ve learned this semester?
How do you think your college experience will affect your future career?
Should students have more freedom in their higher education?
What makes a good student?
What do you think makes a good teacher?
Do you think technology has changed the way we teach?
Do you think students should take a course on critical thinking?
Should students be allowed to use cell phones and other devices during class? Why or why not?
What do you think about the increasing use of technology in the classroom?
Are standardized tests useful or not useful in measuring student academic achievement? Give examples of both sides of your argument, and then explain why you agree on this issue.
Is an education a guarantee of a job? Or does getting a job to depend on more than just a degree?
Could exams be more fun?
How does your educational experience differ from your parents?
What role should universities play in society?
Do you think our education system should focus more on skill development or training a well-rounded person?
What would it be if you could change one thing about how your college is run?
Do you think students need more guidance on effectively managing their time while in college? Why or why not?
What are the most important skills students should learn in college today?

Engage Them in a Meaningful Discussion About Well-Being

What’s your definition of well-being?
Do you think well-being is a state or a process?
Why is it important for students to be well?
Are there activities or habits that help you feel better?
What do you think is the most important factor in well-being?
What do you think is the best way to achieve well-being?
Do you feel your college promotes your well-being? If not, what would you like to see happen to improve well-being at your college?
How can we ensure that young people are empowered to take charge of their mental health?
What resources would you like to have available on campus (e.g., staff training, workshops, etc.) to promote student and staff wellness at your college/organization?
What’re some of the causes of stress that you’ve experienced?
How can we reduce stress for students and faculty?
Do you think students should be required to attend counseling if they struggle with mental health issues? Why or why not?
What is the biggest threat to well-being in our society today?
How can we create a culture of well-being in our society?
What can each individual do to ensure their well-being, regardless of their circumstances?
How can we ensure that all people have access to quality health care, regardless of their socioeconomic status or skin color?
Should schools play a role in promoting the well-being of their students? Why or why not?
What’s the difference between contentment, happiness, and balanced life?
Do you think different types of happiness (beyond “feeling good”) should be considered when it comes to well-being? If so, what’re they?
What would it be if you could give your younger self one piece of advice?

Encourage Their Critical Thinking

What do you think it means to “think critically”?
How would you define the importance of critical thinking in your life?
Are there situations where you think critical thinking is important but not always possible? Why or why not?
How can you apply critical thinking skills in your everyday life?
When you’ve to make a difficult decision, do you decide based on what’s right or what feels right?
Have you ever been in a situation where you had to make a decision that could have serious consequences? How did you go about making the decision?
When you compare and contrast the protagonist and the antagonist, do you find important differences between them?
What’s the difference between critical thinking and critical analysis?
How can you tell if a critique is valid or invalid?
Are there rules you should follow when criticizing others?
What’re some ways to encourage constructive criticism?
Do you agree with Freud that we’re all controlled by our unconscious drives?
What do you think of the idea that people are good?
What does it mean to be a citizen of the world?
Do you think it’s possible to live in a world without war, poverty, and ignorance? If so, how would we make that happen?
What’s the best way to get out of an unpleasant situation?
When should you apologize to someone who’s hurt you?
What role does evidence play in forming our beliefs and opinions? What’s an example where evidence played a big role in forming your opinion?
How can you tell someone has made a good argument in a discussion?
If you could give one piece of advice to all college freshmen today, what would it be and why?

Ask Them a Specific Question About Their Career

How do you define success?
What does your ideal work environment look like?
What’re your goals for your career?
What’re your strengths and weaknesses?
What’s the best way to find a job?
How do you balance work and life?
Do you think you should have a plan B if your current career doesn’t work out? Why or why not?
How important is networking when finding a job with a company or organization that interests you?
Do you see yourself as a leader or a follower? And why?
Do you think leaders are born or made in business?
Why is it important for a company to have good leadership at the top?
What qualities do you think make a good leader?
What do you think about the idea that companies should focus on diversity instead of experience and skills when hiring?
Do you think there’s such a thing as the “right way” to do things in business? If so, which one is it, and why do you think it works best?
Do you think it’s more important to have a degree or experience when applying for a job?
Do you think it’s important to have a mentor at work? Why or why not?
What do you think about using social media at work?
What’re the biggest challenges facing young professionals today? How can we solve them together?
Who inspires you the most in your life and why?
Should students be required to work?

Make Them Think Differently by Encouraging Their Creativity

What does “creative” mean to you personally?
Is it possible to be creative without being an artist?
Is creativity useful only in certain professions?
Do you think creativity is something we’re born with or develop?
Is creative thinking something that can be learned?
How can you tell if someone is creative or not?
Why do some people find it hard to be creative while others find it easier? Is something in their biology (or environment) predisposing them to think creatively?
What is the biggest barrier to creativity in today’s world?
Do you think it’s more important for individuals or organizations to foster creativity? And why?
What’re some of the most creative things people have done in your country’s history? What motivated them to do those things?
What motivates people today to be creative and innovative?
What influence does your culture have on your ideas about creativity?
What does it mean when something is “original”? How can we tell if something is original or not?
What do you think is the best way to get inspired?
Are there situations where it’s better not to be creative?
Has the internet helped or hindered creativity in the world?
Has technology affected the creative side of our world (e.g. architecture, music, etc.)? What would the world look like without technology?
Is there a connection between creativity and intelligence?
Who do you consider the most creative person and why?
If you could create anything you wanted, what would you create?

A Good Way to Start a Discussion

One of the best ways to start a discussion is to ask a question. Discussion questions can get people talking about something or learning more about the topic . A specific question is also good because it’s a simple question that gets people to think more deeply about their answers, which gives you a deeper understanding of their observation on the topic.

As a Teacher, One of the Things You Want to Do Is Make Sure Your Students Are Engaged

First, you need to grab their attention and start a good conversation. You can introduce the topic interestingly or ask them a question they may not have thought of. Once they’re paying attention, you can ask them what they think about the topic and why it’s important. If necessary, you can remind them of important facts, so they’ve more context for their opinions – but don’t overdo it!

The Challenge of Engaging Students in Discussion

Getting students to express their opinions around other people’s tables can be difficult. They may feel intimidated by others or afraid to say the wrong thing.

Here are some things you can do to make your students feel more comfortable:

Make Sure the Environment Is Safe and Supportive

The best way to do this is to model these behaviors yourself. If you’re friendly, warm, and welcoming, they’ll find it easier to trust that they can share their thoughts without being judged or embarrassed. Encourage them by asking questions about themselves and showing interest in what they say.

Give Them Time to Think About the Topic Before You Ask for Their Opinion

This helps them mentally prepare for what comes next so they don’t feel like they’re being ambushed with a new topic that’s nothing to do with what was discussed before (which can be awkward).

Don’t Pressure Them if They Aren’t Ready to Answer Yet – Give Them Space Until They’re Ready!

You may even want to give them a few minutes before continuing with the discussion so they can process what was said.

How to Tell if the Discussion Is Going Well

The challenge of engaging students in a discussion is often difficult. Many factors can affect whether or not your discussion is successful. But you can always make sure you know where the discussion stands.

If your class is struggling to engage, here are a few questions you can ask to determine if the discussion is going well:

Do they seem engaged?
Do they understand what we’re discussing?
Are they asking questions?
Can I tell they’re interested in what we’re talking about?

Is It Important That Everyone in the Group Agrees With Everything Said During a Discussion?

We’d all get along, agree, and move forward as a cohesive unit in a perfect world. Unfortunately, however, we don’t live in a perfect world. Sometimes other people have different opinions than you do, and sometimes those opinions affect how much you enjoy working with them.

When leading a discussion as part of your class or team project, it’s important that everyone feels heard and valued. You should encourage people to voice their opinions even if they don’t agree with yours – you never know when someone else’s input will help you see things in a new way.

Ways to Avoid a Conflict During a Discussion

When you’re leading a discussion, it’s easy to get caught up in multiple viewpoints with your students in the heat of the moment. While it’s important to stand up for your beliefs, there are better ways than getting into a heated conversation.

Here are some tips on how you can avoid arguments:

Be clear about what you expect from students’ responses . Do you want them to express their opinions? Do you want them to share their experiences? Do you want them to think critically about a topic? If so, make sure this is clear from the beginning.
Make sure students know they can share their thoughts without fear of judgment – even if what they’ve to say is controversial or unpopular. You need this assurance when asking a question that some people may find difficult to answer.
Don’t put words in their mouths and assume everyone thinks like yo u. When asking questions that require an opinion, phrase them as open-ended questions rather than yes/no questions; this way, you can ensure that everyone has the opportunity to contribute their thoughts during the discussion.

If someone becomes more agitated than usual during the class discussion (e.g., because they raise their voice or speak louder than usual), simply stop and give them a moment to calm down before continuing with the lesson.

It’s important not to let students’ emotions get the best of them – if they feel attacked or belittled in any way, they’re likely to get defensive and cut off communication rather than listen and learn from each other’s ideas.

Topics That Are More Likely to Cause an Argument Than Others

When you start a discussion prompt, developing a discussion topic that will engage your students in the conversation is important. Sometimes, however, it can be difficult to know which topics are most likely to lead to an argument.

Here are some of the most common topics that can lead to arguments in class:

Politics : The topic of politics is always a hot potato, so you should only bring it up if you’re sure your students are on the same page. This can be especially difficult if you’re teaching in a country where your students come from different political backgrounds.
Religion : You don’t want to offend anyone by asking about their religious beliefs, so it’s best not to ask this specific question, if possible. If that’s not possible, try asking questions about how religion has influenced the culture and society of their country or region rather than asking directly about their beliefs. Check first if the topic is accepted in your college or university.
Gender : many people are comfortable talking about gender regarding feminism or LGBTQ rights, but others are uncomfortable talking about gender. This can lead to arguments because people aren’t always aware that there are people who might be uncomfortable talking about these topics.

Face-to-Face vs. Online Discussion

Both have their advantages and disadvantages.

Real-life discussions are great for getting students talking, but sometimes it can be difficult for them to focus on the conversation if they’re distracted by their surroundings.

An Online discussion has the advantage of reaching more student groups at once – but they also have the disadvantage of being easier to miss. If you don’t make sure to email or otherwise remind students of an upcoming online discussion, they might forget about it altogether!

So what’s right for your classroom? That depends on what kind of environment you want to create in your classroom.

Do you want everyone focused on the discussion at hand? Then maybe you should try an in-person meeting.
Or do you want as many people as possible to participate in a discussion? Then an online discussion forum where you can use an online discussion board or discussion thread might be better for you! You can also have an asynchronous discussion where students can choose when to participate.

Student Participation Also Depends on Each Individual

Even if you have a lot of experience with conversation starters, a meaningful discussion doesn’t always get off the ground because it depends on each student’s participation, character traits, and personal experiences. Whether a small group or a large one, each group has its way of interacting.

70 Opinion Writing Prompts for Engaging, Thought-Provoking Classroom Discussion

74 Summer Writing Prompts for Students to Keep Them Engaged and Creative

60 Picture Writing Prompts for Kids to Spark Their Imaginations

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Center for Engaged Learning

Discussion questions.

ISBN: 9781421439365

November 3, 2020 | Johns Hopkins University Press

Reading Group Guide [PDF]

These questions are intended to help you reflect on and act upon your reading. If you are using these for individual reflection, you might focus on a few questions that most challenge or inspire you. If you are leading a discussion group, you might choose a few questions that seem most relevant to your group’s interests or institutional culture.

When and where do you see these principles in action?
When or where do they seem most absent?
How would you describe your campus culture with regard to relationship-rich education? Are there barriers to relationship-rich education in your institution’s culture or policies? How could these barriers be addressed or removed to make relationship-rich education a more significant priority?
When do you and your institution communicate with students about the importance of relationships to a high quality undergraduate experience?
What might be the root of inequitable student engagement and outcomes at your institution? How might relationship-rich approaches address inequities related to belonging and learning?
What systems and metrics does your institution use to track students’ sense of belonging and engagement? How can you use data to guide your own and your institution’s efforts to enhance educational equity and quality?
How is your institution leveraging the power of effective peer mentoring to enhance learning, belonging, and success? Could enhancements to or investments in existing programs reach more students and improve training for mentors?
The book provides many examples of how faculty and staff have led intentional, targeted, grassroots approaches to foster relationships with and among students. (This practice is sometimes referred to as “leading from your seat.”) How do you lead from your seat to create a more relationship-rich environment on your campus?
One key aspect of building relationship-rich cultures is that simple strategies, applied intentionally, authentically, and creatively, can make a big difference. What practices already in place at your institution nurture meaningful interactions? Which examples cited in the book resonate with you for possible adoption or adaptation?
Are regular mentoring conversations with undergraduate students a cultural norm in your work and at your institution? How so? How can these occur for every student?
The classroom is the most important place on campus to begin the cultivation of meaningful relationships between faculty members and students. What do you already do in your classes to encourage purposeful interactions? How might you make simple changes in your course design or teaching practices to give greater emphasis to relationships?
Which other spaces and places on your campus best facilitate relationship-building for students? Why? How could you expand the influence of these spaces and places?
How does your institution support and recognize the significant contributions of adjunct faculty in building relationships with students? How might you further enhance these relationships?
How does your institution support and recognize the significant contributions of all types of staff in creating relationship-rich environments? How might you further enhance these relationships?
When do you (or when could you) build time into your schedule to ask students, “How are you?” and then listen generously to their responses?
What is one concrete idea you will act on now to make the education of your students more relationship-rich? What one idea would you would like to pursue in the next academic year?

Conversation Questions Education

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Facilitating Discussion

What makes a good class discussion?

The following quotes from midterm feedback of Ohio State instructors provide insights from the student point of view:

In person group of students in a half circle

“There is room for open thought in the recitation, and the instructor uses discussion well to talk things out. “ “Organized, in-depth discussions; values student opinions, clear expectations.” “Discussions in class are always relevant to the exams.” “The instructor creates a comfortable class atmosphere.” “She’s inclusive and accepts all answers; there aren’t wrong answers. Makes a comfortable atmosphere/environment.”

Based on these comments, you can see that instructors who facilitate discussion well are those who set clear expectations, value student contributions, relate the purpose of the discussion to graded assessments or other work in class, and create a comfortable atmosphere in which students are willing to participate.

Many instructors love the spontaneity and energy of a good class discussion. Occasionally, it is possible to get a discussion going on the spur of the moment by asking a question that has just come to mind. But more often than not, such questions elicit an answer or two — and then the discussion grinds to a halt. Whether face-to-face or online, effective discussions take forethought and preparation. What steps do you take to thoughtfully plan and facilitate discussion in your courses?

Discussions are a popular way to introduce active learning into a class. When students actively engage with material, they learn more deeply (Prince, 2004). In one study, students who were asked to spend most of their class periods participating in structured discussions scored higher on their exams than students who took the same class by lecture only (Johnson & Mighten, 2005).

Discussions allow students the opportunity to practice formulating their ideas and explaining them to others. They learn how to listen to multiple perspectives and to grapple with complexity and ambiguity as their views are challenged (Barkley et al., 2005). For instructors, discussions provide the chance to hear students think out loud, to understand their perspectives, and to informally assess their learning.

In Practice

Let’s dive into the specific strategies you can use to foster meaningful discussion in your courses, whether you're teaching in person or online.

Determine Learning Outcomes

The learning outcomes of a discussion should always align to the learning outcomes for your course. To determine discussion outcomes, ask yourself:

What should students be able to do as a result of participating in this discussion? For example, should they be able to describe the functions of the membrane systems of a cell? Evaluate the strengths and weaknesses of different political systems? Argue for or against a particular theory?

What skills do you want students to practice as they engage in this discussion? Should they apply a single analysis to compare different sets of data? Explore the motives of a character in history or in a work of fiction? Should they be generating several different possible diagnoses, given a set of symptoms?

Sharing discussion outcomes with students can help them understand what your expectations are, why you are asking them to engage with the topics at hand, and how the discussion connects to the bigger picture of your course.

Design Discussion Questions

Discussions should spur students to go beyond facts and easy answers. The questions or problems you pose should be open-ended and complex enough that students have something to work with.

Develop interpretive questions , or those that have more than one acceptable answer. The questions should be focused but broad enough that there is room for varying perspectives and interpretation.

Use clear and direct language so questions are easy to comprehend.

Ask students to support their contributions with evidence , such as from a text, set of data, or real-world experience.

It is also helpful to plan follow-up questions to prevent a discussion from coming to a premature close.

Create a Respectful Learning Environment

Small group of students interacting around a small table

A set of community norms or ground rules that members of a class agree to are essential to keeping interactions productive. The best community norms are those that students create together because they will be more invested in them.

Some common community norms are:

Listen to understand, not to respond.

Allow individuals the time they need to express their ideas fully.

Assume positive intent.

Own your impact on others.

Criticize ideas, not people.

Especially in courses that cover challenging or potentially divisive topics, community norms are essential. Part of your role as instructor is to act as a moderator who reminds students of these norms when they diverge from them.

Encourage and Balance Participation

We all know what it feels like when one or two people dominate a discussion. To have effective class discussions, create a space where all students feel welcome and comfortable contributing.

On the first day of class, set the expectation that students will be interacting regularly and make time for them to get to know each other—and you. A structured discussion or icebreaker activity can build community and help students feel more comfortable participating. In a large class, you might stretch this over the first few sessions so each student can meet a few new classmates. Explore more guidance about “classroom agreements,” icebreakers, and setting a positive and inclusive tone for interaction in Shaping a Positive Learning Environment .

Pair and small-group conversations are one way to help students feel confident participating—it is easier to talk with one, two, or three people than it is with 20, 30 or 70. Think-Pair-Shares are a quick and easy option for inserting sharing opportunities into lecture or throughout a class period. For more in-depth discussions, consider using a jigsaw structure, in which pairs or trios join to become larger groups of four or six. This exposes students to more perspectives during the course of the activity.

Giving students adequate time to prepare can promote participation. Some discussions are more productive if students have the questions to ponder before class; this is useful when interpreting lengthy readings, for example. But you can also allow students time to gather their thoughts during class. Pose a question and then set aside a minute or two for silent note making or freewriting. This strategy is particularly beneficial for non-native English speakers and introverted students, but it can help all students formulate their responses more clearly.

Though it may feel uncomfortable, silence is an important part of any discussion and crucial to encouraging participation. Not many students will generate a thoughtful answer in a few seconds. Making intentional space for silence—called “wait time” in teaching literature—allows students to reflect and respond confidently. In U.S. culture, where white males are more likely to speak up, wait time also supports the participation of women and marginalized students. Count to yourself for several seconds, even up to 30 seconds, before you reframe, follow up, or scaffold student responses.

You can plan an alternate activity in case students are totally unresponsive and the discussion flops. But don’t be discouraged. With practice and guidance, students will become more comfortable with discussion over time.

If many students are reluctant to speak up on a regular basis, it may be that they are afraid of being embarrassed, feeling judged, or saying something “wrong.” José Bowen (2012) suggests creating a class culture that supports risk and failure and normalizes mistakes as part of the learning process. For instance, you can encourage students to brainstorm multiple responses to a question without worrying whether they are “good” or not. Guide students to support each other in risk-taking by relating new contributions to previous ones, beginning a response with a compliment (“What I like about your point is…”), or asking follow-up questions of their peers (Bowen, 2012).

Assess Learning

How can you measure whether students have learned what you hoped they would from a discussion? Return to your learning outcomes and connect the ideas students have generated in the discussion back to them. What conclusions can students draw? What additional perspectives or questions have been raised? Consider summarizing key takeaways from the discussion to make the connections to important course goals and content transparent to students.

Foster Effective Online Discussions

These best practices for planning and managing discussions apply no matter what your delivery mode. But discussions in Carmen do not often happen inside of an hour the way they do in a face-to-face classroom. Rather they can unfold over several hours or even days. Thus, there are some special considerations for fostering effective discourse online.

Set expectations

A common approach to online discussion is to ask each student to post as well as to respond to posts. To promote a true exchange of ideas, rather than disconnected comments from individuals, it’s important to establish clear expectations. Consider your aims. Should participation in discussion be required or voluntary? How should students engage with one another?

Establish guidelines for the number, frequency, or preferred length of discussion posts. Consider allowing students to choose which discussions they engage with during the term.

Provide a framework or simple rubric that makes clear how students should post and respond. For example, you might require that each post respond to or build upon a prior statement to move discussion forward or ask students to support their ideas with evidence from a text. You can also provide guidance around formality and tone.

If appropriate for your subject, encourage students to incorporate links, video, concept maps, diagrams, and other media to make their posts more engaging.

Set deadlines for initial posts and follow-up posts.

Model or provide exemplars of effective discussion posts.

Post a code of conduct for online discussion that covers these expectations ad community norms in your course. Establishing clear guidelines will enable you to grade based on the quality, rather than quantity, of students’ posts (Liberman, 2019).

Manage Discussion Groups

It is best to keep online discussions small and manageable (15-20 students at most). The Discussions tool in Carmen lets you organize group discussions using subgroups of students in your course.

When creating a new discussion, click the option  This is a Group Discussion  and set up Discussion topics for each group. You can also use this function to incorporate small-group discussions into your course, as you would in an in-person setting. For synchronous online sessions, you can divide students into breakout rooms in CarmenZoom .

Organizing your Carmen course

To reduce the likelihood that students jump into discussions without preparation, consider hiding the Discussions link from the course navigation in Carmen. Instead, embed discussions in each module after the relevant content and instructions have been presented (Gernsbacher, 2016).

Act as a Moderator

As with face-to-face discussions, it’s important that you do not dominate online discussion threads. Think of yourself as a facilitator or moderator—keep the conversation moving, promote adherence to community norms, redirect off-task comments, reframe questions when needed, and summarize important ideas. Remain present and engaged throughout the discussion, but refrain from responding to every post as that tends to stifle the flow of student discussion. If some students are reluctant to participate, contact them privately to address the issue (Pappas, 2016). Read more about Online Instructor Presence .

Small Group Discussions in a Hybrid Course

Effective online discussion questions, addressing offensive comments in class.

Whether you’re planning an in-class or online discussion, the following steps are key:

Align the learning outcomes of discussion with the learning outcomes of your course

Thoughtfully design questions that elicit the kind of thinking you want students to do

Create a respectful learning environment in which students feel comfortable contributing

Communicate clear ground rules and expectations

Balance participation among all students; act as a moderator or facilitator that guides, but does not dominate, the discussion

Monitor discussion to assess student learning and evaluate the quality, not quantity, of their contributions

Facilitating discussion may feel uncomfortable or challenging at first. But consistent practice will help you develop ease and confidence, build community, and have fun in the process.

Collaborative Learning Techniques: A Handbook for College Faculty (book)
Harvard's Facilitating Discussions (web resources and video)
Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement…
13 Strategies to Improve Student Classroom Discussions (web resource)
Canvas Guides for Discussions

Barkley, E. G., Cross, K.P., and Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty . San Francisco: Jossey-Bass.

Bowen, J.A. (2012). Teaching naked: How moving technology out of your classroom will improve student learning . San Francisco: Jossey-Bass.

Davis, B.G. (2009) Tools for Teaching . San Francisco: Jossey-Bass.

Gernsbacher, M.A. (2016, October 31). Five tips for improving online discussion boards . Association for Psychological Science. https://www.psychologicalscience.org/observer/five-tips-for-improving-online-discussion-boards

Johnson, J.P., and Mighten, A. (2005). A comparison of teaching strategies: Lecture notes combined with structured group discussion versus lecture only. Journal of Nursing Education 44 (7): 319-322.

Lieberman, M. (2019, March 27). Discussion boards: Valuable? Overused? Discuss . Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning

Pappas, C. (2016, August 7). 8 Ways to facilitate meaningful online discussions in eLearning . eLearning Industry. https://elearningindustry.com/facilitate-meaningful-online-discussions-elearning

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93 : 223-231.

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Present Simple , Present Continuous , Present Perfect , Present Perfect Continuous , Past Simple , Past Continuous , Used to , Have to , Going to / Pres. Continuous , Going to / Will , Comparatives , Superlatives , First Conditional , Second Conditional , Third Conditional , Mixed Conditionals , Should , Should have , Can , Could , Can / Could / Be able to , Is done / Was done , Being done / Been done .

How to use the education ESL discussion questions

It is recommended that you download the education ESL discussion questions in PDF format using one of the links above. The best way to encourage classroom interaction is to download and print the education discussion questions in the 'pairs' or 'threes' PDF format and then divide the questions by cutting along the dotted lines. This allows students to take turns asking and answering the education discussion questions in groups of two or three. Alternatively, you could use the 'cards' format to distribute the questions to any number of students to ask and share.

It is advisable to prepare students for using these discussion questions by first introducing them to the topic of education in an interesting and engaging way. An anecdote, quiz question or a related image or video could all be used to achieve this. Depending on the level, it may also be necessary to pre-teach any challenging vocabulary related to education contained in the discussion questions.

For more ESL discussion questions, see this site's main page. There are discussion questions on a range of topics including general, grammar and business English topics.

For further information about the site and its author, see the about page.

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Center for Excellence in Teaching and Learning

Socratic Questions

Socrates, the early Greek philosopher and teacher, believed that disciplined and thoughtful questioning enabled the student to logically examine and validate ideas. Using Socrates’ approach, the instructor feigns ignorance of the topic in order to engage in dialogue with the students. By using Socratic questioning, instructors promote independent, higher-level thinking in their students, giving them ownership of what they are learning through discussion, debate, evaluation, and analysis of material.

Tips for Using Socratic Questioning:

Plan significant questions to provide meaning and direction
Draw as many students as possible into the discussion
Allow at least thirty seconds for students to respond
Follow up on students’ responses
Periodically summarize in writing key points that have been discussed

Types and Examples of Socratic questions

Quick links.

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First Day of Class
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Difficult Dialogues
Mid-semester Formative Feedback
Motivating Students
Improving Student Attendance
Tips for Grading without Utilizing Attendance
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Teaching Non-Native English Speaking Students

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Teaching Students With Special Needs in Inclusive Classrooms

Student resources, discussion questions.

Discussion Question #1

What is inclusive education ? Discuss Section 504 in terms of students with physical and cognitive disabilities. What protections and teachers’ responsibilities are covered? How do these students qualify for services? What educational services are provided? (Vermont Department of Education, 2010)

Discussion Question #2

Why is it important to consider culturally and linguistically diverse (CLD) students? Who are culturally and linguistically diverse students? What is the prevalence of English language learners (ELLs)? Who are English language learners? Define culture. Describe multicultural education. Discuss the disproportionate representation of culturally and linguistically diverse students in special education. Describe multicultural special education. Explain considering diversity in terms of instruction, assessment, and learning environment. What are effective multicultural special education programs? Discuss the components of linguistics support, validated instructional practices, and curricular modifications. (Neuliep, 2015; Brown & Ortiz, 2014; Nieto & Bode, 2008; National Center for Education Statistics, 2014; Gollnick & Chinn, 2012; Council on Social Work Education, 2010; Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014; Hernandez & Napierala, 2012; Sullivan & Bal, 2013; Orosco & Klingner, 2010, p. 278; Shealy et al., 2014; Jones & Ortiz, 2014; U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2014)

Discussion Question #3

What does it mean to be at risk ? Who are students considered at risk? What conditions contribute to risk? Describe. How can risk be prevented? As a teacher, what role can you play in enhancing the education of students who are at risk? (CDF, 2012; Denton, n.d.; Starkes, 2013; Children’s Defense Fund, 2014; U.S. Department of Housing and Urban Development, 2013; National Center for Homeless Education, 2014)

Discussion Question #4

Define giftedness. In what ways can students be gifted? What characteristics are commonly associated with giftedness? How can teachers support students who are gifted? The prevalence of giftedness is presented in terms of culturally and linguistically diverse students, students with disabilities, and females. What is the importance of considering prevalence for these three unique groups of gifted students? How can teachers teach students who are gifted and talented? (Tannenbaum & Baldwin,1983; U.S. Department of Education, Office for Civil Rights, 2014; Webb, Gore, Amend, & DeVries, 2007)

Our Mission

9 Big Questions Education Leaders Should Ask to Address Covid-19

Figuring out to how to deal with the summer slide and traumas resulting from the pandemic are just two of the biggest concerns.

Principal works at her computer in her office

CNN recently reported that if we can’t find a vaccine for Covid-19 soon, social distancing could continue for another two years. Since it’s nearly impossible to enforce social distancing for 30 children in a classroom, schools may be some of the last spaces to reopen.

Although many school and district leaders are understandably preoccupied with immediate Band-Aid solutions, this is also the time to discuss long-term reform. As we prepare for remote learning for the indefinite future, the following are urgent topics and questions we must confront in order to prepare for the likely shift away from traditional schooling practices. I’ve broken them down into three sections: equity, staff, and students and families.

1. Curriculum: We’ve been suddenly given an opportunity to create a curriculum that not only provides space for choice and differentiation, but also expands access. When everyone is attending the same school (the internet), there are ways to ensure that they all have access to the same curriculum. We may need two sets of teachers in schools—presenters, who are screencast experts and will spend their time developing engaging virtual lessons, and tutors, who will work with small groups of students to help them understand those lessons.

No matter our strategy, our first and most important consideration must be equity. The Mid Atlantic Equity Consortium has an equity audit that schools can use to evaluate policies as they work to ensure that all students have a path to success. How are we using equity as a lens as we rethink schools?

2. Pre-K to 2nd grade: While it’s logical to expect middle and high school students to be able to work more independently and from a distance, elementary students—especially pre-K to second grade—are at the greatest risk in this setting. During distance learning, parents of younger children must monitor and guide the learning process more closely, so schools will need to invest more heavily in supports for families with younger children. Interventions might look like smaller e-class sizes; more student-friendly technology platforms; and distributing books, whiteboards, and manipulatives like math blocks to families. How are we redirecting resources to K–2?

3. Summer: Covid-19 is no doubt going to be a summer slide multiplier . While there are plenty of programs that work to close opportunity gaps by leveraging summer and other out-of-school time, we have to also explore in-house interventions. We might even want to make summer school a permanent feature of schooling. Leaders should discuss what additional opportunities they can provide students outside of the traditional (now remote) school day. Even if schools get only a small number of students continuing to engage in learning during the summer, it’s worth it. How are we leveraging time during the summer to catch students up?

4. Professional development: We need to start shifting away from traditional professional development. Districts can move professional development to individualized e-courses and webinars that target teachers’ specific needs. Imagine every teacher in the school choosing from dozens of professional development learning pathways. What professional learning this summer and next year will best set up staff to serve a new set of students’ needs?

5. “Techspertise”: Whether you were a “techspert” already or were overwhelmed by anything with a hard drive, we have to eliminate excuses and build our technology expertise quickly. We can lean on tutorials and webinars to train both staff and families to navigate e-learning platforms. We also must scrutinize technology experience when hiring staff and then prepare for intensive technology onboarding. How are we talking about our technology identities and training staff?

6. Therapy: One teacher described her experience three weeks into the crisis: “I’m so stressed now and can’t sleep because the families I support are under so much duress. I’m not just supporting my students with their challenges, I’m also supporting their families.” More than ever before, this is a time to take care of everyone’s mental health.

Telehealth options will likely become a primary tool for supporting students and families who face trauma, but schools will also need to lean on school-based coaches and counselors for teacher support. Trauma-informed pedagogy must guide our work. What resources, training, and personnel will support everyone’s social and emotional Covid-related needs?

Students and Families

7. Virtual vs. in-person: Even Bill Gates readily admits that kids need in-person social interaction as part of their schooling. As long as Covid-19 remains a threat, any in-person schooling will require high levels of creativity to mitigate risks. One consideration for education leaders, especially in cities where school buildings are small and student populations are large, is a rotating schedule. In-person learning might be possible only a few days a week to limit student interaction. Schools also need to seriously consider looping teachers or at least keeping cohorts of students together. What is a realistic hybrid model for in-person and virtual learning?

8. Individualized learning: Personalization and acceleration will likely be priorities in the coming year, as schools battle learning and opportunity gaps that existed before the pandemic and those exacerbated by it. Technology is well-suited for supporting personalized learning, but pedagogy will have to shift. Schools have to ask everything from “How will we keep kids physically active during virtual class time?” to “How do we teach reading from a distance?”

Teachers’ proficiency with technology will help, but we also have to consider how we can make e-libraries readily accessible. For science, students will be able to see experiments more easily but will miss out on other sensory experiences—if a student can’t feel the heat of a flame from a science experiment, will their brain encode the experience as permanently? We need more research around the science of e-learning. What pedagogical shifts must we make to our practice to serve students’ remote learning needs?

9. Family communication: Parents have officially become the primary liaisons for their child’s learning—parents are teachers, and teachers are their learning consultants. Teachers have also been given a clearer window into what happens when students’ families are struggling to put food on the table or are dealing with other challenges at home.

This is a great time to develop protocols for parent engagement—with an increased need for interaction between families and teachers, how do we communicate with each other effectively? How are we actively empowering and believing in families? The more schools see parents as partners, not barriers, the better we will collectively serve students. What are families’ needs, and how are we working with them collaboratively?

In a crisis where major change is both inevitable and uncertain, we have to listen to teachers, students, and families. What are they experiencing? What do they need? School and district leaders must explore these questions together with those most impacted by the decisions they make.

This pandemic has highlighted inequities in our society that have been ignored for a long time. We don’t have a crystal ball to predict the future, but we can urgently discuss the big, bold questions that will help us prepare for the changes ahead.

Photos: The Solar Eclipse Is the Ultimate Science Lesson

After days of weather watching, weeks and even months of scouting for solar eclipse-safe glasses, and prepping classes for this natural celestial event that occurs in the same place on the planet only about once every 366 years, it happened.

Countless students across the country experienced the wonder of the total solar eclipse, as the moon slid in front of the sun’s surface and completely blocked it. Eeriness presided over the brief but intense event, ushered in by a strange calming of breezes, followed by an even stranger midday darkness, and lasting less than 5 minutes. Educators, of course, hope the excitement generated by witnessing this once-in-a-lifetime scientific phenomenon will stick with their students for years to come.

Judging by the following images, curated from school and district social media accounts across the country, there’s a pretty strong chance they will. Check them out!

The moon partially covers the sun during a total solar eclipse, as seen from Eagle Pass, Texas, on April 8, 2024.

It's an eclipse! City Schools students from around the district are observing this scientific event. 📸: Moravia, Baer School, Lakeland, Clay Hill pic.twitter.com/hPGL9yVzFr — Baltimore City Public Schools (@BaltCitySchools) April 8, 2024

People watch as the moon partially covers the sun during a total solar eclipse, as seen from Eagle Pass, Texas, on April 8, 2024.

What better place for some history and science than a school. I got a chance to watch the eclipse with students at Stratton Elementary School in Madison. Here’s a sneak peek of their reactions. We’ll have the full story on Wednesday for School Patrol on @NC5 . pic.twitter.com/Z5ghnIC1M6 — Kelsey Gibbs (@kelseymgibbs) April 8, 2024

People watch a total solar eclipse as the sky goes dark in Mazatlan, Mexico, on April 8, 2024.

#Eclipse2024 with 5th graders at Smith Street School. Coding our eclipse on @scratch @UniondaleUFSD pic.twitter.com/yeBT5S8yID — Alison Chaplar (@AlisonChaplar) April 8, 2024

Students and parents at Becker Elementary School in Austin, Texas, view the solar eclipse on April 8, 2024.

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A billboard heralding the upcoming total solar eclipse that Erie will experience is shown in Erie, Pa., on March 22, 2024.

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Australian Citizenship : 2024 4+

Practice test questions study, designed for ipad.

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Do you want to get Australian citizenship? If so, you must pass the Australian Citizenship Test which is a computer-based test taken by the Australian authorities. The test contains questions based on the basic history of Australia, Democratic Beliefs, Rights, Liberties, and Laws. It also contains questions based on the Australian Values. The questions cover the official handbook of "Australian Citizenship Test - Our Common Bond". This is a perfect app who are applying for the Australian Citizenship Test in 2024. This app contains more than 250 questions divided into official four sections. It has been professionally developed keeping in mind the official "Australian Citizenship Test - Our Common Bond". This app will help you effectively prepare for the Australian Citizenship Test and will also help you pass the Test in First Go. Some of the unique features of the app are: - Over 250 questions divided into 4 sections, History of Australia, Democratic, Beliefs, Rights, Liberties, and Laws. - Practice as much time as you want for the Australian citizenship test. - Do test simulation - Keeps track of the questions that are unanswered or wrongly answered. - Customise the Practice Test based on the number of questions and type of questions. - Mock test as per the official "Australia - Our Common Bond" - Result as per the official "Australian Citizenship Test - Our Common Bond" Use this app to prepare and practice for the questions based on Australian Values. AU Citizenship Test - Our Common Bond has four different categories of questions. 1: Australia and its people 2: Australia’s democratic beliefs, rights and liberties 3: Government and the law in Australia 4: Australian values You have to practice for all the questions in the above testable parts of the Australian Citizenship Test. Why Choose the Australian Citizenship Test 2024? - We have prepared this app with heart and keeping in mind the questions asked in the AU Citizenship Test. - It makes preparation for the citizenship test easy and quick. - It also allows you to shorten your study and you can use it as your study guide. - There are chances to get better scores by doing practice with the questions and answers provided in this app.

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- bug fixes

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60 ESL conversation questions about education, school, and university
Education, school, and university are great ESL discussion topics! Get everyone talking with these ESL conversation questions about education, school, and university. Almost everyone in the world has had direct experience with education in some way, shape, or form. So get your students talking and sharing their experiences on the education ...
177 Questions to Inspire Writing, Discussion, Debate and Reflection
Here are all of our Student Opinion questions from the 2019-20 school year. A New York Times article, interactive feature or video is the jumping-off point for each question.
Over 170 Prompts to Inspire Writing and Discussion
During the 2020-21 school year, we asked 176 questions, and you can find them all below or here as a PDF. The questions are divided into two categories — those that provide opportunities for ...
Education Conversation Questions
Education Conversation Questions. Warm-up Question: Are you trying to learn anything these days? Is there something you want to study? Discussion Questions: How important is education? Does your country have a good education system? What are its strengths and weaknesses? Which countries have the best schools and universities? Why are they ...
The 10 Education Issues Everybody Should Be Talking About
Tweet your comments with #K12BigIdeas. No. 1: Kids are right. School is boring. Out-of-school learning is often more meaningful than anything that happens in a classroom, writes Kevin Bushweller ...
Learning Through Discussion
The questions you ask and how you ask them are important for leading an effective discussion. Discussion questions do not have to be instructor-generated; asking students to generate discussion prompts is a great way to engage them in their learning. ... The Chronicle of Higher Education. November 18, 2020. Barkley, E.F. (2010). Student ...
How to Write Discussion Questions That Actually Spark Discussions
To push students into exercising higher-level thinking, write discussion questions that pull from the top of the pyramid: Analyze: Ask students to examine, classify, or question course materials to draw their own conclusions. Evaluate: Ask students to form an opinion and defend it; critique or appraise course materials.
The 5 Most Important Questions We Need to Ask About Education
1. What's the Goal of Schooling? In his 2006 TED Talk, Sir Ken Robinson, а professor, best-selling author, and speaker, shared his thoughts on public education.. He pointed out that "there ...
Using Effective Questions
Questions are a way of engaging with students to keep their attention and to reinforce their participation. Questions can review, restate, emphasize, and/or summarize what is important. Questions stimulate discussion and creative and critical thinking, as well as determine how students are thinking. Questions help students retain material by ...
Effective Online Discussion Questions
Effective Online Discussion Questions. Online course discussion is an excellent opportunity for teaching and prompting critical thinking. By presenting challenging open-ended questions, you can engage in a sort of asynchronous Socratic questioning with your students. Use the following framework to structure your discussion questions or prompts.
Discussions that Teach
Academy for Teaching and Learning. Moody Library, Suite 201. One Bear Place. Box 97189. Waco, TX 76798-7189. [email protected]. (254) 710-4064. Discussion is a flexible and effective method of interactive learning. As with other forms of interactive learning, discussion requires careful preparation and skill to achieve pedagogical goals.
Questioning In The Classroom: An Updated Guide
Questioning in the Classroom: An Updated Guide. by Terry Heick. Something we've become known for is our focus on thought, inquiry, and understanding, and questions are a big part of that. We've done questions that students should ask, parents should ask, students should and shouldn't answer, questions that promote and stifle inquiry ...
How to Write Good Discussion Questions
For a fantastic guide to writing good discussion questions, take a look at the chart below from "Generating and Facilitating Engaging and Effective Online Discussions" from the University of Oregon's Teaching Effectiveness Program.Read more →
Discussion Prompts: Engage Your Students in Meaningful Dialogue (60
When you start a discussion prompt, developing a discussion topic that will engage your students in the conversation is important. Sometimes, however, it can be difficult to know which topics are most likely to lead to an argument. Here are some of the most common topics that can lead to arguments in class: Politics: The topic of politics is ...
CIVIC CONVERSATIONS: A Conversation about Equity in Education
The benefits of racial and ethnic diversity in elementary and secondary education a briefing before the United States Commission on Civil Rights, held in Washington, D.C., July 28, 2006. Enacting diverse learning environments improving the climate for racial/ethnic diversity in higher education by Sylvia Hurtado. UncommonWealth Blog Posts:
Discussion Questions
Discussion Questions. Buy in Print. ISBN: 9781421439365. November 3, 2020 | Johns Hopkins University Press. Reading Group Guide [PDF] These questions are intended to help you reflect on and act upon your reading. If you are using these for individual reflection, you might focus on a few questions that most challenge or inspire you.
ESL Conversation Questions
Did teachers grade students fairly? Did you ever feel like you should have gotten a better grade then you did in a class? Did you procrastinate studying? Did you ever pull an all nighter? Did you study with other students? Did classmates talk to each other much before or after class?
Facilitating Discussion
Design Discussion Questions . Discussions should spur students to go beyond facts and easy answers. The questions or problems you pose should be open-ended and complex enough that students have something to work with. Develop interpretive questions, or those that have more than one acceptable answer. The questions should be focused but broad ...
Education: General English Questions
An anecdote, quiz question or a related image or video could all be used to achieve this. Depending on the level, it may also be necessary to pre-teach any challenging vocabulary related to education contained in the discussion questions. For more ESL discussion questions, see this site's main page. There are discussion questions on a range of ...
Socratic Questions
Using Socrates' approach, the instructor feigns ignorance of the topic in order to engage in dialogue with the students. By using Socratic questioning, instructors promote independent, higher-level thinking in their students, giving them ownership of what they are learning through discussion, debate, evaluation, and analysis of material.
Discussion Questions
Discussion Question #1What is inclusive education? Discuss Section 504 in terms of students with physical and cognitive disabilities. What protections and teachers' responsibilities are covered? How do these students qualify for services? What educational services are provided? (Vermont Department of Education, 2010)Discussion Question #2
9 Big Questions Education Leaders Should Ask to Address Covid-19
3. Summer: Covid-19 is no doubt going to be a summer slide multiplier. While there are plenty of programs that work to close opportunity gaps by leveraging summer and other out-of-school time, we have to also explore in-house interventions. We might even want to make summer school a permanent feature of schooling.
Photos: The Solar Eclipse Is the Ultimate Science Lesson
A research balloon is prepared for launch at the Indianapolis Motor Speedway in Indianapolis, on April 8, 2024 to study the total eclipse. NearSpace Education launched two high-altitude research ...
‎Australian Citizenship : 2024 on the App Store
It also contains questions based on the Australian Values. The questions cover the official handbook of "Australian Citizenship Test - Our Common Bond". This is a perfect app who are applying for the Australian Citizenship Test in 2024. This app contains more than 250 questions divided into official four sections.