Article discussion details

Preparation: Discussions are on a given, assigned date (tbd based on student preferences). Prior to that date, everyone reads all the articles for that date. Those leading discussion on an article should meet in advance to plan the discussion. They should identify what claims and arguments the article's author is making; identify the stakeholders (who is affected) in whatever is being described in the article; figure out the citizenship implications of the technology being discussed; and if possible connect it to earlier presentations and discussions and find additional outside facts that are likely to be relevant. This work will help you plan out what discussion questions are likely to most effectively spark discussion and steer the conversation towards the things I want you to be discussing.

Content: We've all read the article, so a quick summary is fine (to remind us) but shouldn't take up much time. You as the discussion leader should be particularly familiar with the content of the article and have a good sense of what's "interesting" about it (with respect to this class); use discussion questions to draw out the rest of the class and help them to understand the stakeholders and the repercussions on the rights and responsibilities of a citizen.

Logistics: Each discussion is allocated 20-25 minutes of class time, and you should be prepared to fill that time (or rather, to ask the class questions so that they fill that time). The division doesn't have to be 50% but both partners should speak. Unless there is a visual aid that you think is especiaaly important to drive discussion, I don't expect to use the projector during these discussions.

Rubric: This is the rubric I plan to use, and may help you plan your discussion. In general I will start by assigning the same score to both partners in a group, but if I have reason to assign separate scores I can do that too. This is a 10-point analytic rubric, and most items are either yes or no (what computer scientists call "boolean"); some items have a breakdown for full vs partial credit.

Content:

• Summary of section is brief. 1/0
• Demonstrates familiarity with the full content of the article. 2/0
• Has enough planned to fill 20 minutes of class time. 1/0
• Steers conversation to question of citizenship at some point. 1/0
  • What are the rights and responsibilities and expectations of a citizen, in the context of the article being discussed?

Form:

• Both partners speak with reasonable balance. 1/0
• Speaks confidently and fluidly. 1/0
• Prepared with good questions (on paper or memorised) without directly reading from notes. 1/0
  • Even more than in the presentation, you should probably have notes in front of you.
  • Checking notes is totally fine, and encouraged!
  • Remember, if you are quoting percentages or other statistics, it's good to refer to your notes to get them right.
• Questions are open-ended and designed to lead discussion; and the discussion is permitted to flow. 1/0
  • Try to avoid questions with yes/no answers; what/why/who/how questions are much better at sparking discussion.
  • If people in the class get a good (relevant) back-and-forth discussion going, don't interrupt them just to ask your next question (especially if that question is not related!).
  • You should have many questions just in case (see earlier rubric item), but don't feel obligated to "cover" all of them, and don't feel obligated to ask them in the order they're in your notes.
• Manages classroom discussion. 1/0
  • Be conscious of the people who prefer to raise their hands before speaking, and be sure to call on them if they've been waiting.
  • Be aware of people that look like they have something to say, but are still formulating the thought.
  • If there's substantial crosstalk (multiple people talking), be ready to step in and call on them to make their points in turn.
  • If one or two people are dominating the discussion, ask them to hold off a little and encourage others to contribute.

Strikes (i.e. things not to do!):

• In the course of the presentation, present notably false or irrelevant information. (each) −1

What happens if my partner doesn't show up? In general, the discussion will run even if only one of a pair is in attendance. It's nice to have two people, especially for the planning phase (devising discussion questions and how to steer conversation), but one person can lead a discussion. I'll help out, especially with the classroom management, but don't expect me to carry the discussion. If there is time in the schedule I might reschedule the discussion instead, but don't assume in advance that I will do so.