Studies have shown that student participation in lectures leads to students having greater motivation in the classroom, becoming better critical thinkers, and ultimately, learning more effectively. For students to reap the benefits of class participation, however, they actually have to participate. This can occasionally be challenging. 

Below are three activities I keep in my back pocket to stimulate meaningful student participation. 

Think Aloud

Think Aloud is a method of data collection used for qualitative research. This method helps researchers determine participants’ reasoning while solving a problem or completing a task. I often use this method when trying to solve a problem or find a mistake. This is sometimes also referred to by programmers as the rubber duck method.

This process can be easily adapted for use in the classroom. It is a great way to encourage a growth mindset and prompt your students to apply information in ways that may be new to them.

Steps

1. Divide students into small groups of two or three and present them with a problem.
2. Have students take turns solving the problem in their groups. While they are solving the problem they must verbally share their thought process while the other students in the group listen and record what is being said.
3. After all students have solved the problem, the students then compare and contrast their individual processes. They then discuss what did/did not work well and how they plan to approach similar problems in the future.

It is helpful to observe different groups while students are working on their problems. This will help you to identify common areas of struggle and learn which strategies students are using to approach course material.

Affinity Grouping

Affinity grouping is my go-to activity for brainstorming or having students break down a specific concept. It allows students to identify common themes and organize their ideas. This activity is also great at helping to promote a growth mindset, analyzing new information, and it can be easily adapted for small or large groups.

Steps

1. Offer your students a prompt.
2. Have students write individual responses on sticky notes or index cards and post them in a common area.
3. Instruct students to silently group responses according to common themes. Encourage them to regroup or combine groups of ideas as they deem necessary.
4. Continue until all ideas have been categorized. (I usually make sure there are fewer than five categories.)
5. Bring the class together to describe each of the categories with a few sentences or short titles.

3 Before Me

This simple activity is a great way to promote classroom discussion. It also helps in redirecting questions and encouraging student-to-student interaction.

Steps

1. When a student asks a question during lecture, have three students offer their own response or comment on a unique feature of that idea.
2. During this process you can flesh out correct responses and fill in gaps in understanding.
3. If you utilize this process consistently, students will begin to respond to their peers’ questions on their own, and your classroom discussions will become more vibrant and informative.

You can find several more activities and a summary of collaborative learning research on the Teaching Commons.