University of Georgia

The instructor steps back and lets learners lead the discussion. Learners need to be prepared with the material and discussion topics ahead of time, the goals of the discussion made clear, and the class should assist the leader in contributing to the success of the discussion through engaged participation.

Individual / Group Activity: Group
Class Size: Small (<25)
Bloom’s Taxonomy Level: Apply
Development Initial: Absolute Knowing
Minimum Time to Facilitate: Varies
Minimum Time to Debrief: < 10 Minutes
PDFs: Here

Discipline-Specific Examples

STEM (Science, Technology, Engineering, and Mathematics)
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Humanities
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Social Sciences
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Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
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Universal Design of Learning Adaptations

Universal Design for Active Learning
UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.

Timing & Pacing
Provide the topic or prompt well in advance. Allow processing time during discussion for students formulating contributions.

Social Interaction
Allow verbal or written contributions. Provide structured participation options for students who find speaking in class difficult.

Information Accessibility
Provide the discussion topic and guiding questions in writing before the session so all students can prepare.

Ways to Participate/Express
Allow contribution verbally, through advance written discussion points, or via a digital backchannel during discussion.

Online Adaptations

Coming soon!

Additional Resources

Flynn, N. K. (2009). Toward democratic discourse: Scaffolding student-led discussions in the social studies. Teachers College Record, 111(8), 2021-2054: https://journals.sagepub.com/doi/abs/10.1177/016146810911100808?casa_token=Y_iNVIDcKuoAAAAA:G4TbYjvJmHArz7DPZgw_K_TfQXatYFPs4hwVs9egZ-EsloazXtEtiDJoUVryv2q_3YS3akoLeCs

Knoeller, C. P. (1994). Negotiating interpretations of text: The role of student-led discussions in understanding literature. Journal of Reading, 37(7), 572-580: https://www.jstor.org/stable/20172358?casa_token=3PCPSAkI-ZoAAAAA%3A7k3El_GE7sxShhCqYJObHSe9Kf088k9tFcqMRRiD1BEbsCSmE_YiGS1mhXd544H-OgJflKY4xlLg-ImsfDs2gY_vKWbtbxWf0eG9luMB9SZ1rB5TmA

Hayes, K. D., & Devitt, A. A. (2008). Classroom discussions with student‐led feedback: a useful activity to enhance development of critical thinking skills. Journal of Food Science Education, 7(4), 65-68: https://ift.onlinelibrary.wiley.com/doi/full/10.1111/j.1541-4329.2008.00054.x