Discussion

1
Discussion
2
Class Problem

• List as many teaching methods as you can.

• Lecture
• Discussion
• Problem solving
• Demonstrations
• Field trips
• Role playing
• Resource people

• Supervised study
• Experiments
• Independent study
• Student notebooks
• Information sheets
• Job sheets
• Skill sheets

3

• Scenario You have delivered a unit on growth
  hormone implants (Ralgro). You have discussed
  with your students the advantages and
  disadvantages of the concept. The final lesson
  in the unit is to teach your students how to
  implant growth hormones such as Ralgro. How will
  you teach the lesson?

4
Types of Discussion

• Classroom discussion
• Teacher poses questions to the class and the
  students come up with answers
• Brainstorming
• Students are given an idea and asked to come up
  with as many ideas, answers, and solutions as
  possible
• Buzz groups
• Students are given a problem and asked to come up
  with the best possible solution or answers
• Pair-Share
• The individual student is asked to discuss (on
  paper) a given problem and come up with his/her
  own idea or opinion. The student pairs up with a
  second student so the two can hear each others
  ideas/opinions.

5
Importance of Good Questioning

• Fundamental skill of teaching
• Without good questioning, learning is apt to be
  superficial and transitory
• One measure of a the superior teacher

6
Planning a Discussion

• Why am I using a discussion rather than another
  technique?
• What do I want to accomplish in terms of learning
  with this technique?
• How much time is available?
• Do I have the knowledge and experience to lead
  this discussion?

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Planning a Discussion

• Sequence needs to be reflected on paper
• Record the key points to be brought out
• Write down some leading questions
• Include directions to yourself

8
Dos and Donts of Questioning

• Do evaluate the teaching continuously as the
  lesson unfolds. Ask questions that test
  comprehension, understanding, grasp of an idea or
  a relationship.
• Do provoke and direct thinking by a series of
  questions asked in a logical sequence, each
  building on the preceding premises.
• Do phrase questions precisely and carefully so
  students understand what you want answered.
• Do ask challenging questions. Avoid the trite or
  ridiculously simple probe lest the answer be
  likewise.
• Do get more "mileage" from questions. Ask
  several students before acknowledging the correct
  answer.

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Dos and Donts of Questioning

• Don't ask questions students could not be
  expected to answer.
• Don't name students to respond before asking a
  question.
• Don't always reject the first wrong answer.
• Don't supply answers to questions students should
  be able to answer.
• Do ask questions that will cause students to have
  to work.
• Don't identify correct answers by facial
  expression if you wish to keep students in doubt.
  
• Don't ask questions leading to simple "yes" or
  "no." If such questions are asked, follow them
  with "why?".

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Dos and Donts of Questioning

• Don't over-question on one point. Cease when
  sufficient answers have stimulated thought,
  directed thought, or tested thought. To continue
  the questioning exhausts students' patience and
  interest.
• Do raise questions, when lecturing, that premise
  the teacher's answer. Phrase questions as though
  they were student-raised "Now, you may ask. .."
  followed by the teacher's answer.

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Reasons for not Discussing

• The topic is beyond the range of their interest,
  knowledge, or experience.
• The topic is not relevant to them.
• The leader's introduction of the problem does not
  make it easy to approach.
• The discussion rambles too much.
• The discussion of one point becomes worn out.
• Argument or debate takes the place of group
  thinking.
• The student doesn't wish others to know his/her
  real thoughts.

12
Reasons for not Discussing

• The physical surroundings are not favorable to
  discussion.
• The students fear ridicule or disapproval.
• One person "knows it all."
• The leader is "teachy" and monopolizes the
  discussion, it turns into a lecture.
• The leader is dogmatic, unfair, intolerant.
• The students are pressed or hurried.
• The leading questions are ambiguously stated.
• The question is one on which all are fully agreed
  
• The question is the "yes and no" variety.