Discussion is one of the most frequently used pedagogical techniques in international studies classrooms, but student participation in discussion is not always inclusive and equitable. This exploratory study aims to improve the quality of student participation in classroom discussion by replacing traditional hand raising with the Raised Block. We introduce the Block and assess instructor and student use during seminar discussions in a U.S. Naval War College security studies program. A series of surveys asked students and instructors if using the Blocks increased perceptions of inclusivity during class discussion. Quantitative and qualitative analysis of the survey data showed that using the Blocks led to more varied, dynamic, and engaged student participation in seminar discussions for a slight majority of students. This was particularly the case for “quiet” and international students who may find it challenging to enter politically charged discussions common in international and security studies classrooms. By organizing participation, lowering barriers to speaking, creating a persistent signal to participate, and managing dominant students, Blocks can create space in the discussion for students who may otherwise lack access and inclusion.

中文翻译：

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增加课堂讨论的包容性：作为国际研究课堂反应系统的提升块

讨论是国际研究课堂上最常用的教学技巧之一，但学生参与讨论并不总是包容和公平的。这项探索性研究旨在通过用举起的块代替传统的举手来提高学生参与课堂讨论的质量。我们在美国海军战争学院安全研究项目的研讨会讨论中介绍了 Block 并评估了教师和学生的使用情况。一系列调查询问学生和教师在课堂讨论中使用积木是否增加了包容性的看法。对调查数据的定量和定性分析表明，使用 Block 可以让略占多数的学生更加多样化、动态且积极地参与研讨会讨论。对于“安静”的国际学生来说尤其如此，他们可能会发现参加国际和安全研究课堂上常见的带有政治色彩的讨论具有挑战性。通过组织参与、降低发言障碍、创造持久的参与信号以及管理占主导地位的学生，Blocks 可以为那些可能缺乏参与和包容性的学生创造讨论空间。