Facilitator Criteria
Attached please find detailed guidelines for leading class discussions.
AT Economics 2013-14
Messrs. Janus & Disantis
Rubric for Discussion Leaders
A major component of AT Economics is student-led discussion. Each student will be responsible for facilitating a review and discussion of essential class material at least once per quarter. Below are guidelines for how to approach discussion leadership.
1. Class Management (25%)
2. Command of Material (25%)
3. Facilitation of Analysis (25%)
4. Awareness of “Big Picture” (25%)
The instructor will provide assistance and direct the conversation as necessary, but ideally he will participate very little in class discussions. Remember as well that classmates can be penalized for non-participation. A good rule of thumb for helping the discussion facilitator is to be prepared for and active in the discussion in the manner that you would like your classmates to be when you are leading the discussion. Please contact the instructor if you have any questions.
Additional Tips for Leading a Discussion
Try to identify five or so significant points from the readings. Once you have these points, narrow them down to three points that will allow for analysis rather than just description.
The phrasing of the questions you pose is important. For example, asking "what is opportunity cost?" is a more restrictive question than "in what ways do you see opportunity cost influencing your life?" Asking questions that allow classmates to make connections to their lives is a great way to catalyze discussion.
Case studies are another way to enliven discussion. Again using opportunity cost as an example, you might ask about the decisions involved with choosing a flight, both in terms of monetary cost and convenience. Be creative in getting students to make associations between the concepts and the applicability of those concepts to their daily lives.
AT Economics 2013-14
Messrs. Janus & Disantis
Rubric for Discussion Leaders
A major component of AT Economics is student-led discussion. Each student will be responsible for facilitating a review and discussion of essential class material at least once per quarter. Below are guidelines for how to approach discussion leadership.
1. Class Management (25%)
- Student involves as many classmates in the discussion as possible
- Student allows classmates a chance to answer questions or elaborate on concepts before doing so herself or himself
- Student’s tone is appropriate and respectful of the opinions of classmates
2. Command of Material (25%)
- Student is able to explain significant concepts with depth and clarity
- Student depicts important graphs or charts either on the board or in a hand-out
- Student is able to answer questions that arise or, if unsure of the answer, can direct students to a source that can answer the question
3. Facilitation of Analysis (25%)
- Student asks classmates to look for examples of significant concepts in action
- Student invites analysis of significant concepts through case studies or anecdotes
- Student asks classmates for clarification or elaboration on comments that have potential for deeper analysis
4. Awareness of “Big Picture” (25%)
- Student draws parallels to past material in order to demonstrate connectivity between significant concepts
- Student provides a summary of important points at the end of the discussion
- Student encourages classmates to think about the relevance of significant concepts to their own lives
The instructor will provide assistance and direct the conversation as necessary, but ideally he will participate very little in class discussions. Remember as well that classmates can be penalized for non-participation. A good rule of thumb for helping the discussion facilitator is to be prepared for and active in the discussion in the manner that you would like your classmates to be when you are leading the discussion. Please contact the instructor if you have any questions.
Additional Tips for Leading a Discussion
Try to identify five or so significant points from the readings. Once you have these points, narrow them down to three points that will allow for analysis rather than just description.
The phrasing of the questions you pose is important. For example, asking "what is opportunity cost?" is a more restrictive question than "in what ways do you see opportunity cost influencing your life?" Asking questions that allow classmates to make connections to their lives is a great way to catalyze discussion.
Case studies are another way to enliven discussion. Again using opportunity cost as an example, you might ask about the decisions involved with choosing a flight, both in terms of monetary cost and convenience. Be creative in getting students to make associations between the concepts and the applicability of those concepts to their daily lives.
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