SYNTHESIS STATEMENTS IN ONLINE DISCUSSIONS HOW TO TEACH ONLINE

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Synthesis Statements in Online Discussions

Synthesis Statements in Online Discussions

How to Teach Online

Facilitators of discussion forums use synthesis statements to provide summary and closure to a conversation, as well as to redirect the discourse to further explore a topic. Synthesis statements can also be used after a chat to continue the dialogue into a discussion forum.

A synthesis statement is typically in the form of a discussion posting. An example of a synthesis statement follows:

Summary of Facilitator Scenarios Discussion

Great discussion, folks! Thanks for your thoughtful responses and questions! First of all, I’ve really enjoyed the discussion around these scenarios because I have experienced every one through our online courses. Each course facilitator handled these situations differently, and your responses turned out to be very interesting... Following are some common themes, strategies mentioned for helping to prevent these challenging issues from occurring, and some additional thoughts and questions. Common themes through your postings: -Investigate the root of the problem (How would you go about doing this? What would you say to the student?) -Seek a solution that is equitable—mutual benefit -Seek a solution that does not affect the tone for the class -Deal with negative behavior privately -Deal with the negative behavior with the person; don’t generalize to the whole class -Don’t ignore behavior that is negatively affecting the community -Deal with negative behavior with a positive tone and encouraging voice Facilitation strategies: -Positively survey students for feedback (as long as it is open-ended with regards to personal issues) -Have an active presence online -Keep up with reading discussion postings to assess if higher-level thinking is taking place and to see if you need to change the pace -Use team roles -Set clear expectations for team work -Positive peer pressure can work if you do it appropriately Additional thoughts: -Surveys are a useful tool to assess learning and obtain feedback. In addition, it’s very helpful to simply ask students to send you an email with some feedback at various times during a professional development initiative, especially at the midpoint. In my experience, participants do provide honest opinions; reasonable venting occurs. -- I want to highlight a comment that Wendy made that I find humorous: “It's obvious that the members are concerned about the course or they wouldn't spend their time complaining about it.  Speaking of wasting time, if they have time to spend on the discussion board complaining, they probably have time to post meaningful discussions.” There’s some truth in that! -It is important to deal with negative behavior that is affecting the learning community. You’ve discussed dealing with this behavior privately, and had a difference in opinion as to whether to deal with negative behavior over a telephone call, or through use of an email. How do you determine which action to take? How can you begin to repair the community after an obvious, negative occurrence?

In this example, the initial discussion of scenario responses was being brought to a close, but participants were encouraged to continue the discussion around the idea of repairing the class community after negative behavior occurs.

The discussion facilitator typically writes the synthesis statement, but teams or individuals can write it, as well.

To create your own synthesis statement, consider:

• Are you redirecting this discussion?

• Is this a mid-point of the discussion?

• As the facilitator, is the discussion moving away from the desired topic or goal?

• Do you need to take the discussion to a higher level?

• Are you bringing closure to this discussion?

• Is this the end of the discussion?

• If the discussion is coming to a natural close, do you see the need to summarize to tie ideas together?

When writing your synthesis statement, consider including the following elements.

Possible elements of a synthesis statement:

• Restating the starter question or problem as a statement

• Clarification of terms

• Highlights of the whole group discussion

• Presenting Aha’s

• Restating key points

• Next steps—how you plan to proceed:

If you are bringing closure to the discussion:

• Provide a final summary of solutions/ideas/strategies

• Provide positive feedback

• Include think-about questions (optional) (including questions left unanswered)

• Include an individual reflection component

• Include directions for any follow-up component

If you are redirecting this discussion:

• Provide a summary of solutions/ideas/strategies

• Introduce a new challenge question

  • Ensure your new challenge question would elicit higher-level thinking (use analysis, synthesis, evaluation-type questions). Refer to “Critical Thinking Across the Curriculum Project” at http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm for critical-thinking question starters.

• Introduce a new activity (optional), and this activity may have teaming components

References

Collison, G., Elbaum, B., Haavind, S., Tinker, R (2000). Facilitating Online

Learning: Effective Strategies for Moderators. Madison, WI: Atwood Publishing.

Fowler, B. (1996). Critical Thinking Across the Curriculum Project. Longview

Community College. Retrieved January 6, 2003 from the World Wide Web: http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm

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Tags: online discussions, teach online, online, discussions, synthesis, teach, statements

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