More thoughts on the student-centered active-learning model

Although it is difficult to classify students, there are various classifications we could use in relation to the student-centered active-learning model. There are academically strong students and academically weak students with wide ranges of abilities and attitudes. There are also introverts and extroverts with a considerable range of personalities in between. If we ignore other characteristics for now such as sex, age, race, nationality, learning style etc. and the ranges within these groups we might simplify the classification to strong and weak introverts, and strong and weak extroverts. In a discussion class the extroverts (both strong and weak) will voluntarily discuss the issues and the introverts (both strong and weak) will be reluctant to participate even when their grade depends on participation. How to control the extroverts and get the introverts to freely contribute to the discussion is a real problem. As I noted in a previous related discussion I began converting to the discussion model in the early 1990s. In the beginning I assigned students to teams for a while and eventually changed back to individual assignments to be presented and discussed in class. Although I never really solved this problem, assigning students to teams was clearly not the answer because when the teams responded to questions the extroverts would take over and the introverts would remain silent. In my experience, the introverts contributed a great deal more and benefited more when they had to lead a presentation and discussion on their own. When you consider all the other characteristics it really does get messy. For example, some systems related facts can make or break a discussion class. Where, when, and if the students have had all the prerequisites. Is English their native language. How do other faculty teach their classes, etc. When a student discussion is going well, it is a joy. When it is going poorly it is painful and difficult to get back on track. As they say of old age, it is not for sissies. Christensen tells us that effective discussions require the classroom to become a risk-taking safe learning space. The teacher must be open and caring with patience, modest expectations, and faith in their students. However impressive your experience and knowledge, you will have difficulty questioning, listening, and responding while simultaneously observing, synthesizing, reflecting and evaluating the discussion and planning for the rest of the class. It can't be done alone.