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Make sure that everyone has a chance to speak and be heard.

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Make sure that everyone has a chance to speak and be heard.

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I encourage students to answer even if they are wrong. This can be a starting point for discussion.

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I encourage students to answer even if they are wrong. This can be a starting point for discussion.

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Posing multiple questions that they can respond to instead of just one or two...giving more options that they may be more comfortable answering

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Posing multiple questions that they can respond to instead of just one or two...giving more options that they may be more comfortable answering

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I treat discussion with quieter classes like a game of catch. A student tosses an answer/response. I catch it and send it to another student.

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push them past the basic who, what, when and get them to the how and why.

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push them past the basic who, what, when and get them to the how and why.

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Allow them to respond in smaller groups or pairs first.

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Allow them to respond in smaller groups or pairs first.

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Stem words/sentences for how to form a question. Also, providing examples.

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Stem words/sentences for how to form a question. Also, providing examples.

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turn the tables on them and ask them "why?" until they give you the desired response

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I always have students discuss in small table groups before moving the discussion to the whole class. When a discussion gets stuck, I send the students back to small group discussion.

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Make a question that doesn't have a simple answer, or requires more explanation. Also asking questions that let the students talk about something they care about

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Discussion boards tend to attract the students who are reluctant

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I like to give my students a lot of choice regarding the level of questioning and how they can apply what they've learned in class (or through their independent reading/writing) to discussion.

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I like to give my students a lot of choice regarding the level of questioning and how they can apply what they've learned in class (or through their independent reading/writing) to discussion.

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I try to give students relevant examples to start off and they typically will be able to relate to and add their own thoughts or ideas. I’m real with the kids.

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try and let kids "discover" what they are supposed to  learn

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Hand out discussion question strips or have students pre-write about the topic & share with others beforehand)

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Hand out discussion question strips or have students pre-write about the topic & share with others beforehand)

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I think that as a teacher we must have the end in mind, when posing questions and always reflect what is the point of the question...how much will the student have to think

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I think that as a teacher we must have the end in mind, when posing questions and always reflect what is the point of the question...how much will the student have to think

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create a safe environment where wrong answers are o.k. to give

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When a student makes a point, survey the class: Who agrees with X? Then pick a student to support their agreement/disagreement.

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I always make the question something that students can relate to right then.

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I ask why the students gave their answers and to specifically explain their reasoning.

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I ask why the students gave their answers and to specifically explain their reasoning.

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I try to find the misconceptions and ask questions about those concepts. Then I have the students discuss why it is wrong or incorrect. Also, we discuss why someone might think it is correct or how they could come up with that conclusion.

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Using the It's Learning discussion board seems to draw in the normal reluctant participant.

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Think, Pair, Share (Think on your own, share with a partner/group, then I call on students to share out loud. Lessens anxiety & creates better answers.)

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Think, Pair, Share (Think on your own, share with a partner/group, then I call on students to share out loud. Lessens anxiety & creates better answers.)

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Give the student some options on the assignment. Either change type of response or content be less specific.

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I have a norm posted in class:
I don't allow the words "I don't know" or "I can't".
Other options are:
Can I check my notes?
Can I talk with a friend first?
Can I have 30 seconds to think?
In short, I force students to own their learning when they don't know to the answers to questions.