Introduction:

Class participation is a common component of many college classes and is typically defined as involving students’ active, oral engagement in class.

Statement of the Problem:

Class participation is often an under-utilized pedagogical tool for skill-building and development.

Literature Review:

We present an evidence-based framework that encourages instructors and students to rethink class participation as collaboration. Drawing on a review of over 40 years of research, we argue that this framework for defining class participation will lead to better classroom discussions, academic and social-emotional benefits for students, and prepare students with essential workforce readiness skills.

Teaching Implications:

We describe how instructors can adopt our framework with evidence-based suggestions for: (1) redefining participation as collaboration with explicit criteria (2) structuring course experience to develop students as active collaborators (3) working to build productive classroom teams, and (4) evaluating participation through a collaborative lens.

Conclusions:

We offer a novel framework for redefining participation through a collaborative lens, along with a suite of evidence-based suggestions for shifting the thought processes and behaviors of students toward collaboration.

中文翻译：

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培养协作思想家：重新思考我们如何定义，教学和评估课堂参与度

介绍：

课堂参与是许多大学课程的常见组成部分，通常被定义为涉及学生在课堂上的积极口头参与。

问题陈述：

课堂参与通常是用于技能建设和发展的未充分利用的教学工具。

文献评论：

我们提出了一个基于证据的框架，鼓励教师和学生重新思考课堂参与作为协作。通过对40多年研究的回顾，我们认为定义班级参与的框架将导致更好的课堂讨论，对学生的学术和社会情感收益，并为具备基本劳动力准备能力的学生做好准备。

教学意义：

我们将描述教师如何采用基于证据的建议来采用我们的框架，这些建议包括：（1）以明确的标准将参与重新定义为协作（2）构建课程经验以培养学生成为积极的合作者（3）致力于建立生产性的课堂团队，以及（4） ）通过协作视角评估参与度。

结论：

我们提供了一个新颖的框架，可以通过协作的视角来重新定义参与者，并提供了一套基于证据的建议，可以将学生的思维过程和行为转变为协作。