tasks/prompts have a breadth of possible answers and responses (see Chapter 7, Class Discussion, for more information on question-asking). Ideally, prompts should encourage students to look for answers, but also lead students to even more questions. For example, if you are having students engage in a mock psychological client role-play, use multiple psychological problems in the plays and perhaps each “client” brings to the role-play a different psychological profile. There needs to be room for true inquiry, with openness for discovery. If there is a “right” answer, then inquiry might be “how did you get there?” Such an approach will help explicate the methods of your discipline, surfacing how inquiry works.
Fifth, designate guidelines for interaction and consider relational issues that might emerge. How much time will you give students? Will they leave class or stay in the classroom? Will you ask one person to be a recorder? Is the material controversial? Is it likely that participants may become angry, concerned, fearful of potentially offending others in the class, or be reminded of difficulties in their own life? How will you address these possibilities (see Section III for discussions of approaches to these kinds of difficult situations)?
Sixth, articulate clear expectations for the outcomes of the exercise. Students need to know what they are aiming for; provide that direction by giving instructions for reporting products and processes. Depending on how you structure your exercise, not every student has to talk every time. Nor do students have to turn something in. For example, the outcome of an exercise may be one student from a small group reporting back to the class for a large class discussion on the section of the text assigned to that group. Yet another outcome might be for students to identify possible paper topics as a result of the discussion.
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