A very simple technique that I have used to spur thinking involves dividing the students into groups of about 4-5 at the beginning of class. This allows me to stop my lecture at 4 or 5 points during the class and have the groups discuss certain questions, which we then reflect on as a class. For example, I might introduce some of the basic ideas of Romanticism, and then ask the groups to discuss why Romantic ideas contributed to a growing sense of nationalism in 19^th century Europe (which we have discussed previously). I give the groups about 5 minutes to come up with some ideas, and then ask them to present their findings.

In an effort to compel students to put some original thought into the exercise, I try to develop discussion questions that are not directly or clearly answered in the text. I also attempt to come up with questions that relate to ideas we have discussed previously. For example, I recently asked how the motives for late 19^th century colonialism differed from earlier forms. By doing so, I aim to endorse notions that 1) the understanding of historical events requires an appreciation of context, and 2) that students are progressing in their development of this contextual knowledge and in their broader critical thinking skills as budding historians.

I like the above technique for the following reasons:

1. It enables students who otherwise avoid speaking to the whole class to contribute to discussions in a less threatening atmosphere;
2. It gives me a couple of breaks throughout the class;
3. Students tell me that they like participating in this manner, and generally vote to conduct class in this way if I give them an option;
4. It produces good results. Groups regularly come up with clear, logical responses, including those that go beyond my own ideas and/or those provided in the text or supplementary readings.