Brainworm posted:

Doubting and Believing is great for shaping discussion, too. Whenever you've got a thesis or an idea presented by either a text or a student, dedicate some amount of time to everyone thinking of everything they can to support it. Then dedicate the same amount of time to everyone coming up with everything they can to shoot it down. Then, use that discussion to accept, reject, or refine the idea as it was first proposed. This is a great way to jump start discussion, and a good D/B investment early in a class period will carry the whole thing.

So, ucmallory, you could use this to move from microlecture to discussion. That is, use a microlecture to toss out ideas about how a text is normally read, then use D/B to jump start discussion on those points.

Role Assignment works well if you've got a good rapport with your class. Basically, choose a few students at random and assign them discussion roles, like Doubter (argues against anything), Believer (argues for anything), and Synthesizer (argues for a compromise position between competing ideas). I generally attach having a role to an extra credit opportunity if the role is well-played, and make sure every student gets an fair crack at it.