Mustafa Toprak is an Assistant Professor of Educational Administration at Graduate School of Education, American University in Cairo. Toprak, formally educated in Turkey, holds a PhD in Educational Administration from Gaziantep University, an MA in Educational Administration from Fırat University, and a BA in English Language Education from Boğaziçi University. His research interests include, but are not limited to, teachers’ roles in educational reform, educational policy-making, educational leadership development, and emotional intelligence in leadership. He is a member of British Educational Leadership, Management, and Administration and has published research in academic journals such as International Journal of Leadership in Education, Journal of Educational Policy, New Horizons in Adult Education and Human Resource Development, Cogent Education, and Australian Journal of Career Development.
Mustafa Toprak
Getting Them to Talk Reasonably and Respectfully: A Short Note on Leading Class Discussions
#cltauc @drtoprakmustafa I very much enjoyed your presentation, Mustafa, particularly re: valuing & encouraging student voice & reflection in class...
One of the primary goals of constructivist classes is to minimize teacher-talk while encouraging reasonable, disciplined, and relevant student-talk. Achieving this goal entails generation of high-order thinking questions both by students and the teachers as well as moderation of a rich whole-class discussion. This short talk will cover the instructor’s experiences and tips on creating and leading a constructivist-founded class discussion.
In addition to their benefits in contributing to students’ knowledge-base, discussions are also known to be effective pedagogical tools to promote 21st century skills: critical thinking, creativity, collaboration and communication. Their impact on academic, social-emotional skills, and civic virtues make discussions a frequently used pedagogical tool in almost all levels of education. While the importance and benefits are largely acknowledged in the literature, an optimal way of implementing them in class needs further elaboration. This experience-based short-talk spans around three potent aspects of class discussions: you, your questions, and your manner.
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