Classroom discussion is a frequently used “active learning” strategy; however, a dilemma this strategy produces is what to do about students who are less inclined to volunteer. This study examines an environment which uses cold calling and graded participation to include more students in discussions. The results suggest that despite widespread concerns about cold calling, students are not uncomfortable. This environment also is shown to increase participation frequency and marginally affect preparation, which in turn lead to increased comfort. Practical guidance is provided to help instructors design cold calls to ensure students have a positive experience and fully benefit from inclusion in the discussion.
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