Hello Andrew, I find that teaching English is very fulfilling.  When I was teaching Thai students in Convent Light Street (named after Francis Light), I got them to speak on any topic that they find interesting, in groups of 4.  If the subject matter is Gerunds, they would have to use 5-10 gerunds in their conversations with one another in a 1-2 minute conversation.  Volunteers would then present their conversation to the class.  This was both interesting, enjoyable and challenging to my students.

Hello Andrew, I find that teaching English is very fulfilling.  When I was teaching Thai students in Convent Light Street (named after Francis Light), I got them to speak on any topic that they find interesting, in groups of 4.  If the subject matter is Gerunds, they would have to use 5-10 gerunds in their conversations with one another in a 1-2 minute conversation.  Volunteers would then present their conversation to the class.  This was both interesting, enjoyable and challenging to my students.

The debate (F2F or online) really does it. Students have to do research that deepens their understanding of the debate topic that should be related to their prior reading/experiences/global or societal issue. They become passionate about defending their side of the argument and go all out to win the debate. The attached gives an example of the process and results that I hope is helpful for you.

Best regards,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Pose a difficult problem that will require integrating knowledge and concepts from unit as well as multiple steps to reach the answer. Have students work in small groups to come up with an answer and justification for that answer. Tell them you'll pick one group at random to present to the class and then other groups can vote if the agree or if they have a different answer. 

Avoid allowing group sessions like this to go on for long periods without check in (greater than 5-10 minutes) because students can drift way off topic and lose interest. It's important to circulate and listen to conversations to steer them early on to ensure the time is well spent. 

Make sure there's a sense of accountability when assigning group work so they know their answer counts for points or they will have to present it or turn in a written work sheet.

Often some students know all the answers and others may not care or understand. One way to engage both types in a rewarding way is to ask a difficult question and immediately have students who understand how to solve it raise their hand. Pair these first students with students who aren't sure. Give them 10 minutes to teach the material to the second student who will then have to present to the class. This way there's some peer pressure on the second student to do a good job learning and then explaining the answer and the first student feels empowered by their expertise rather than bored. 

We sometimes use specially designed videofilms without sound for provocing predicting skills, inspiring analitical thinking and providing relevant for specific students particular emotional impact. 

You can assign reading, in-class or take home, with sets of guiding questions for each part assigned. Have student come together and randomly pick who would answer each question. Have other students add to the response of the first student. I whole class discussion, have them analyze the reading, concept of phrase based on the reading. Then, have then take a side, if the agree or disagree with the issue at hand or with the response of other students. Students should be asked to provide reasons for their response. This would bring about meaningful conversation/ engaged conversationI hope the information helps. Good luck.

Thank you for all the comments above - very much appreciated.

As a note, I already undertake and facilitate small group discussions, debates, essential questions, business scenarios, team and personal presentations, both in academic and professional business team settings. I agree with all the suggestions above...

My research is examining effectiveness and engagement with learning outcomes, specifically when teaching complex issues (Under Graduate level) - relating to technology, business, planning, financials, innovation.

One area that has emerged from this research has been the importance of team/class collaboration, bonding, culture, spirit of trust and honest - as a major factor in effectiveness of any small group work in-class. It is clear that when the group is not bonded, then the class discussion and debate is negatively affected.

If the bonding exists, and is built systematically, then in-class discussion is rich and supportive - and learning is improved, shared and open. It if it is NOT there, then the effectiveness of any teaching tactics, be it a scenario, a debate, pre-class reading, videos, personal and team presentations - will be reduced. 

In a business setting, issues such as team culture, leadership behaviour is acknowledged as a big factor in business success and a lot of effort is made to improve team-work, creating an enthusiasm for the task and project. Organisations dedicate time for team away days, intensive half day workshops etc...

In education, this can be difficult when there are tight curriculum priorities and students are focused on individual grades and results with groups only together for 90 minutes a week...

My research is heading towards what I call the 'Collaborative Paradox'; that good team work leads to better educational attainment, yet the focus on individual educational attainment, often leads to isolation and a focus on ones own work, and a failure to engage with others... 

AA

Hi Andrew. In my experience, greater discussion and debate stems from the students feeling comfortable and respected. The work we have carried out here at Newcastle looking at student satisfaction shows that it is the way in which staff verbally interact with students that makes them feel encouraged and motivated. It's not so much about the content, as the 'patterns' of verbal interaction..... a very interesting topic. Good luck!

Best Wishes

James

To improve students' conversation, give them tasks requiring them to execute a project, at the completion of the task, provide avenue for them to make open presentation and description of the processes involved and the description of the final product. During the course of their presentation, they should be allowed to state the weaknesses and strength of the task, and also, other students should be allowed to make constructive criticisms. In the process of doing this, the conversation skills of both the presenters as well as those making criticisms are being improved.

Regards.

I agree with Oluwole. Peer review and collaborative methods are effective in improving student conversations about course work. You can also try electronic communication via a discussion forum or social media site such as facebook that today's digital students use frequently. The attached are examples of effective methods for improving student conversations.

Best regards,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Conference Paper Social Media in Education: Bringing Your Classroom to Life -...