Increasing Inclusion in Classroom Discussion: The Raised Block as a Classroom Response System in International Studies.

This article examines the use of the Raised Block, a two-colored wooden block signaling system, as an alternative to traditional hand-raising to improve inclusivity and equity in classroom discussions within a U.S. Naval War College security studies program. The Raised Block allows students to indicate their desire to speak and whether their comment is a new point or a follow-up, helping instructors manage participation and reduce dominance by outspoken students while encouraging quieter and international students to engage. Survey results from 67 students and seven instructors showed that a slight majority found the Blocks increased engagement and variety of participation, with faculty generally more positive about their effectiveness. While some students found the Blocks restrictive or unnatural, the tool was noted to slow discussion pace, enhance active listening, and better organize dialogue, especially in emotionally charged or contentious topics common in international studies. The study suggests that the Raised Block may be a valuable pedagogical tool for managing inclusive discussions, particularly in military education settings, though further research is needed to assess its impact across diverse student populations and educational contexts.