Identify possible reasons a student might monopolize class and learn about possible solutions. This resource is from Carnegie Mellon's "Solve a teaching problem" series. 

"At the heart of responding strategies is this: all students want to know that they have been heard. You don't have to agree always with what a student has said, but it's a good idea to acknowledge in some way that you have heard and understood them. The three building blocks of good discussion are: questioning, listening, and responding."

Different types of questioning one might use to encourage student participation in class.

"Leading discussion sections effectively requires a lot more listening than speaking, and the speaking done by the instructor comes, in large part, through questions."

"If you're like many people, you may find interpreting and writing about cases mystifying and time-consuming. In The Case Study Handbook, Revised Edition, William Ellet presents a potent new approach for efficiently analyzing, discussing, and writing about cases."

"The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. Teaching with Cases focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it." 

"What conditions inhibit dialogue and what measures can be taken to overcome them? How teachers maintain the pace of the discussion, how they use questioning and listening to engage students in probing subject matter, and how they group students for instruction all affect how the discussion proceeds and how motivated the students are to participate in similar discussions in the future." Excerpt from Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms, 2nd Edition, by Stephen D. Brookfield and Stephen Preskill. 

"To outsiders, medical school may conjure up images of a cavernous amphitheater with a white-coated, white-haired professor holding forth. But in a small classroom at the University of Vermont’s medical school, the professor has little to say." 

"A new study finds that undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods."

"Leading discussions effectively is not an easy task for any of us. Even those who make it look easy have actually worked very hard to hone this important skill." Subscription required to view full article.

"The use of online discussion in both blended and fully online courses has made clear that those exchanges are more productive if they are structured, if there’s a protocol that guides the interaction... more structure might benefit our in-class discussions as well." Subscription required to view full article.

Scholarly research on discussion as an active learning activity, from ABLConnect, an online repository for active learning in higher education.

"As the name implies, problems are absolutely essential for problem-based learning... if there are no problems, there will be no problem-based learning."

"'When I listen really carefully it allows me to push students hard and help them see what they have within themselves.”

"Be warned, I am about to unleash a baker’s dozen of 'don’ts' for aspiring case teachers willing to try running a classroom discussion armed with only a couple of pages of a story and a lot of chutzpah."