Discussion Sheet Overview

Each discussion sheet is divided into the following sections:

Introduction (read before coming to class)

The ideas, definitions, and equations that are assumed as a starting point for the discussion are given at the beginning of discussion. The main goals of the discussion are given as an open-ended question called a Thinking About It question, which students consider before they come to the discussion session. An example of a Thinking About It question is "How is a strong acid different from a weak acid?"

Initial ideas (answer on your own, then participate in a class discussion)

The discussion begins with a multiple-choice question that brings out students' ideas about a particular topic. The question frequently highlights a common student misconception. The students participate in a class vote on the possible choices and discuss the reasoning behind their ideas. They then defend their reasoning and explain why the other answers are incorrect.

Exploring (work in groups of 4)

The Exploring exercise is intended to help the students to gather sufficient information to address the Thinking About It and Initial Ideas questions. Instead of asking for an answer, these exercises tend to state answers and ask students to give explanations and integrate ideas. In other words, instead of asking "what", the exercise encourages students to think about "why".

An explicit structure for student interaction is incorporated into the exercise. Each exercise begins with two parallel problems. The students in the group pair up to work on one set of the two problems. Then, the two pairs come together to explain their answers to one another and discuss further questions that require information from both of the parallel problems.

Closure (work on your own, then discuss as a class)

Students are guided to summarize and reflect on the ideas covered during the discussion by completing and explaining statements that are provided.

Applying the Ideas (complete on your own)

Students apply the concepts presented in the discussion to a more traditional algorithmic problem. Conceptual questions are presented to promote a deeper understanding of the traditional problem.

Checking In (answer on your own and hand in to your instructor)

The discussion sheet ends with a checking-in question that students answer individually and submit to the instructor for grading. The purpose of the checking-in question is for the instructor and student to assess the student's understanding of the key ideas.