I thought this chapter was a really helpful and organized tool for helping how class recitations and discussions can be used successfully in the classroom. It's very clear that we are being shown that recitations somewhat seem to be a way of the past, while discussion-based forums are being pushed now, but I actually really like how this chapter breaks down the idea of the generic "recitation" and tells what about it is helpful and what just plain doesn't work. Obviously the worst parts of this sort of thing are the teacher playing the dominant role by often talking more than the students do altogether, and the amount of participation that is put in by each of the students which is hard to monitor and keep balanced. Opening the class up and getting them focused on each other and their thoughts through a discussion of a topic is going to be much more beneficial and meaningful to the students. The teacher can and should be there to help guide with extra questions and perhaps even some comments that will spur on discussion between peers.
One concern I have is my future students who are shy or uncomfortable speaking in front of others. The book suggests using a checklist or using a jar of everyone's names in order to keep a variety of speakers talking and to keep everyone focused and participating, however, some students are very focused and engaged in discussions even when they don't choose to participate with their words. Having been one of these types of learners when I was young really makes me think about them and what methods I should use to make sure they are staying on task during these discussion times too. As I get to know my students, I'll learn who loves speaking out loud and responding, and I'll learn who my quiet ones are too. Perhaps a writing response following class discussions would be a good way to assess the knowledge gained from them, especially for my quiet ones who don't feel comfortable talking in front of their peers.
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I agree with your strategy of a writing prompt after the discussion, it would definitely let you know what the quiet ones in your class are thinking about, and if they paid attention to the discussion. Sometimes even just calling on someone that hasn't talked during the discussion will prompt them to contribute what they are thinking. I know that my experience in high school was similar because I never talked unless called on. Once called on I would contribute what I was thinking to the discussion. I also liked how the chapter was pushing that recitations were kind of out dated and gave examples of what worked and what didn't. I think any discussion based class is going to benefit more if the teacher is only facilitating here and there, while the students themselves sort out the information and debate amongst themselves.
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