Group Discussion Topics For Grade 6

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Thankyou for sharing your process for creating a graded group discussion in your course. I'm not sure if this Guide will provide the answer you are looking for, but take a look at the last sentence in the first paragraph in the light-blue box:

I'm just a Canvas Admin for our institution, but I can guess that the grading works this way for group discussions because you can actually see what each group member contributed to a discussion, unlike a group assignment where there is usually one submission for the entire group. On one hand, there is an inconsistency between assignments and discussion grading, but on the other hand the work is different too. Now a group assignment does have a checkbox to control whether grades are assigned to the group or individually, so maybe that could be brought over to discussions. I guess personally, I have trouble wrapping my head around a single group grade for a discussion even though I have no problem with doing that for an assignment. Maybe I'm just so used to the way that Canvas works that it influences how I think about it now.

Are you grading participation, and so everyone gets the same grade? There is the default grade feature that would let you grade everyone as the same grade, and then tweak the non-participation students?

You can also create a discussion forum in the New Content Experience (Lessons). This adopts creation elements from Assignments and Quizzes, making it familiar and easier to create great course content.

You must have the Delete and Restore Forums and Topics permission enabled to restore deleted discussions. If the forum you restore contains any topics, you have the option to also restore the forum's associated topics.

To restore deleted threads and posts, you must have the See Deleted Posts permission and Display deleted posts option on the Settings page enabled. If the post you restore is a reply to another post, and the other post was also deleted, both posts are restored.

This semester I started group discussions. I didn't want there to be a 40 or 50-post thread that was impossible for students to read through, and decided instead to have students (28 per class) assigned to three or four groups to make the discussion more manageable.

When I editing the discussion forum and selected "group assignment," when I created the groups I just selected the option for students to be automatically assigned to a group for that assignment, and then selected "4" for the number of groups. According to Canvas, that should have solved the issue.

However, when I go to grade the discussion forum in Speed Grader, none of the posts are visible. It says "below are the discussion posts for Student X, or you can view the full discussion." But there are no posts below. It's a blank page.

To see anything, I have to click on "view the full discussion," and then search that student's name in the forum to find their posts.

How do I make it so I can see the students' discussion posts in Speed Grader, like I used to be able to do before using groups?

I researched here a bit already, but the only answer I saw said to change some settings in the Gradebook, but I don't have any options for that in my Gradebook. Thanks so much!

In this guide, How do I assign a graded discussion to a course group? It states, "Note: Please ensure all students have been added to a group before assigning a group set to the group discussion. If a student is not added to a group and replies to the discussion, the student's reply will be part of the original discussion topic. Replies on the original discussion topic can be viewed by clicking the View the full discussion link in SpeedGrader."

I suspect your groups did not populate with students as you expected.You can view who the members of the groups are to try to identify missing students. See, How do I view all groups in a course as an instructor?

And, did you know that you can do this using one single discussion? You can then make that a Group Discussion, and assign it to a Group Set. Then the members of a group within that group set are only seeing the discussion replies from the members of their respective groups.

Restricting access to discussions and/or assignments means that students will only see the group they are enrolled in when they are in these areas. This reduces confusion for your students, who will only see the activities in which they should participate.

Are you searching for new ways to keep your students on their toes? Sometimes it can feel overwhelming always looking for new, fun, and upbeat ways to keep your students engaged and entertained in your group discussions.

Social elements like incorporating interesting topics to discuss in a group complement online courses because they enable social learning, peer-to-peer support, and student-to-instructor support. They also enable students to hold each other accountable for learning goals while creating a sense of community and belonging.

Adding different topics for group discussion in online learning communities is another great and effective way for students to collaborate and connect with one another. A learning community is a shared place for discussion, so why not spice up your interactions by throwing in some thought-provoking and interesting topics to discuss in a group?

We find purpose and accountability in learning communities, regardless if they are from online or in-person group discussions. The style of traditionally learning in a classroom is currently being sidelined as the online classroom learning style has gained popularity in recent years. However, there are some upsides and downsides to each option, which we will cover.

Whatever the context, it is helpful to structure the discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom. Be sure the topics you choose are relevant to your community and that they will promote critical thinking and analysis among your members. With some thoughtful planning, you can use group discussion to build a strong online community.

Have an idea of how you want to wrap up the discussion, especially if there are time constraints. It may be a good idea to summarize the solid points that were brought up throughout the discussion, and praise everyone for participating. This will help to keep the momentum going for the next group discussion, ensuring that your learning community continues to connect with each other.

One of the most important aspects of a successful group discussion is making sure that everyone has a chance to share their thoughts and opinions. If certain parties are dominating the discussion, actively call on others as you moderate the discussion to give them the floor. You could even go alphabetically. This is especially useful to help engage students who are more shy and would rather not say anything at all.

Let your students know how they did in the group discussion. Offering individual constructive feedback can help your students feel more included and motivated to participate even more during the next group discussion.

Discussion forums are essential to learning communities because they give students a place to keep the conversation going and generate more ideas on the topic. Discussion forums also help foster connection and engagement between your students.

Online communities can be a great way to bring your students together in one place where they can discuss course content, apply their learnings, and ask questions. This also helps you get a pulse check on what your audience wants to learn from you.

You can align goals with a group discussion. When you want to use both post first and groups, select Post first before you assign groups. If you select the Grade discussion check box, more settings appear.

On the groups page, a partial list of your students appears in the Unassigned students section. Select Show All to view the entire list. You can create multiple groups to deliver the discussion to. You can also select the plus sign below the graphic to create a custom group and add students.

Students who aren't assigned to a group won't have access to the group discussion because it won't appear on their Course Content pages. If you ask students to self-enroll in a group, they can't access the discussion until they join a group.

Graded group discussions can guide a student's ability to tactfully and clearly express personal views among a select group of peers. A grade can also hold the student accountable to further the group's conversation and development of discussion ideas.

You assign grades for each group member individually in a group discussion. You can't assign a grade to a discussion group as a whole. Any feedback you include with a grade is visible to only that student.

You can also access group discussions from the gradebook. In Grades view, find the student's group discussion cell. When you select a group member's cell, all other group members are highlighted in the grid. Open the cell's menu and select View to open the student's contributions, along with responses and replies. Assign a grade and feedback. You can post the grade or return to the grid.

You can also view discussion statistics for groups. Open a group discussion's menu and select View Analytics. The Overall tab near the top of the page displays discussion statistics for the entire class. You can also open tabs with details for each group.

Years of trial and error with small group discussions finally led me to this breakthrough strategy. In fact, it was because of one class in particular, who had difficulty staying focused when they worked in small groups without an adult nearby to guide them, that especially needed a new structured activity to help them have anything beyond superficial small talk.

In the past, I had structured class discussions with strategies like literature circles, where each student is assigned a role with a specific job to do like Discussion Director, Literary Luminary, Symbol Sleuth, and so on. But I had found that these actually constricted students, limiting them to shallow, perfunctory conversation. The roles acted like flotation devices, keeping students at the surface with no chance of diving deeper.

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