Move the chairs back to their standard configuration after the class session has ended. This is a sure way of learning. Rethink, retool, revise. Viola – every voice is heard! The web is brimming with useful resources that can enhance an educator’s teaching experience. On a simple "T-chart," record students' positive and negative responses. McKeachie, Wilbert, et al. Princeton University. Web teaching units for your class or other classes: ... Small discussion groups are an expensive way to organize teaching, and as a result they are becoming less common in some of the budget-conscious schools and universities of our time. Although the web is a new resource, it makes the same demands on the teacher as more traditional teaching resources. Write an outline or list of guiding questions on the board before you begin the discussion. Using discussions as a primary teaching method allows you to stimulate critical thinking. Monitor carefully. Your written evaluation can be designed to encourage the quiet students to talk more often and the verbose students to hold their comments to give others a chance to participate). Arrange to have one of your classes observed or videotaped so that an observer can help you evaluate what went well and what you can do to improve student learning. Participation by Everybody. Ask the groups to write down at least 3 reasons for answering the question "Yes" and 3 reasons for answering the question "No.". Communicate to students the importance of discussion to their success in the course as a whole. Put our world-class pedagogy to use through workshops, conversations, and direct feedback. Consider supplementing class discussions with threaded, online discussions that you monitor. Plan and prepare the discussion. It would be easy to hold online discussions to higher standards than discussions happening face-to-face. And second, discussion is supposed to develop the students’ social interaction skills. Speak with your colleagues about their approaches and ideas. However, you would be surprised how much discussion can be accomplished even in large classes (link to lament) and sub-optimal physical settings. Include these notes in your file for the course so that they are readily accessible the next time you teach the course. Learning through online forums is an important learning strategy for students to improve their language skills. Use this list to promote discussion. Share the results with the class and list the most common reasons ("pro" and "con") for these decisions on a shared Discussion Web form. Each time you facilitate a discussion, you learn something about how best to approach the topic. Some students may not take part while others may try to dominate. In my courses, I require two answers to the initial questions and two additional replies to classmates by the end of each week.Be careful what you wish for, however! Provide a structure. The Discussion Web consists of the following 3 phases which lead students to engage in literate thinking around an instructional topic: Phase I: Pre-reading Preparation: Activate prior knowledge and set purposes for reading. Beginning on the first day, use frequent small-group work: divide the class into groups of 2-4 students, then give each group a focused assignment, with specific objectives and roles that they should each take on in order to complete the assignment. No matter how often you use discussions in your course, you can underscore their importance by ensuring that you discuss material that later appears on exams and by integrating students’ contributions (with attribution) into subsequent lectures, discussions, and assignments. Despite research showing the benefits of discussions for student engagement and learning, these boards are often the bane of an instructor’s online existence. As you establish a rapport with your students, you can demonstrate that you appreciate their contributions at the same time that you challenge them to think more deeply and to articulate their ideas more clearly. Discussion Boards (forums) are Web.2 technology that enable student to interact, collaborate and exchange knowledge in different online courses. Introduce yourself and explain your interests in the topic on the first day. Create a balance between controlling the group dynamic and letting group members speak. As you establish a rapport with your students, you can demonstrate that you appreciate their contributions at the same time that you challenge them to think more deeply and to articulate their ideas more clearly. ADVERTISEMENTS: In this method, everybody participates in the discussion, and therefore thinks and expresses himself. (1991). Leading discussions can be a stimulating, enjoyable way to teach. together. Teacher tallies responses on board. Take brief notes on how each discussion went and use these as the basis for reorganizing your plan for the discussion, improving your presentation skills, rethinking the material included or developing ideas for future teaching and research projects. Warren, Lee. Plan and prepare. 4. Bring the printed roster to class and use it to take attendance on the first day. Students then respond to the topic by recording their thoughts in short video clips. For example, to discourage students from monopolizing the discussion or interrupting one another, indicate whether it will be necessary for students to raise their hands and be called on before speaking; this decision will depend on your preference and on the size of the class. Have students evaluate each reason ("pro" and "con") objectively and fairly. families reading    Tools for Teaching. At appropriate points in the session, summarize the major ideas and write them on the board. Do not allow one student to speak for an inordinate amount of class time. For example, while some may be active learners who prefer to solve problems in order to learn concepts, others are reflective learners who prefer to master concepts through uninterrupted reflection. Plan to use brief lectures to introduce complex topics or to clarify the larger concepts that the current set of readings investigates (see Teaching with Lectures). 3. They help students to organize their thinking, examine (and learn tolerance for) other points of view, and draw richer understanding from the materials they read. If you find the right websites, forums, and online tools, it can make your planning simpler and more enjoyable while making your lessons more engaging and relevant to today’s students. Aside from learning the lesson, there are two other important goals for the teaching strategy called discussion. That is one of the things I love about teaching. A Discussion Web helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. https://mcgraw.princeton.edu/node/1271. This organizational tool guides discussions by allowing students to identify ideas of contention, to weigh opposing viewpoints, to critically evaluate the arguments, and to draw conclusions. Webs (The Discussion Kind!) But Discussion Webs aren't just for reading. This online discussion tool allows a teacher to post a topic for discussion (could be student-generated) to a discussion “grid” which is simply an online space for collaborative thought. If 10-15 seconds pass without anyone volunteering an answer and the students are giving you puzzled looks, rephrase your question. Web Discussion Forums in Teaching and Learning. Expect that your students will bring into the course different learning preferences. Inform students of the specific criteria that you will use. Respond to student contributions in ways that move the discussion forward and keep it focused on the topic at hand. Discussion Monopolizers: If the same students answer all the time, you might say, “Let’s hear from someone else.” Then don’t call on students who have already spoken. Share this. Much of what I have to say derives from the work of those who have perfected the case method of teaching. Students can participate in identifying the most common arguments based on their previous class discussion. Develop helpful responses to incorrect answers or comments that are not sufficiently related to the issue currently being discussed. This document is displayed in the classroom. Writing on the board is particularly helpful for students who are visual learners. You can also tap into a community of like-minded teachers who are eager to share what’s working in their … Desire2 Learn (D2L), for instance, offers instructors the option for a "single thread of conversation" that extends through the entire semester. Using the web for learning and teaching – a new understanding Digital literacy in higher education is more than learning how to Google better – it needs new thinking around online engagement Because of mandated institutional engagement expectations, the discussion … Discussion Webs are useful tools for readers. Arrange the chairs in a configuration that will allow students to see and speak with one another. Give students 5-10 seconds to think and formulate a response. Moreover, leading an effective discussion does not always come naturally to the instructor. You can be most effective if you combine teaching methods to reach as many students as possible: for example, combine verbal and visual explanations, explain concepts using both a “big-picture” and a detail-oriented approach, and give students opportunities for active learning and reflection. Then, reconvene the class as a whole to formulate together the guidelines for discussion that the class will follow the rest of the semester. One of the most challenging teaching methods, leading discussions, can also be one of the most rewarding. “My ideas about today’s readings” isn’t nearly as cl… Interestingly, the process of facilitating discussion appears to be a key role when teaching in the online space as it explicitly appears in five of the six frameworks summarized in Table 2. Combine discussions with other methods. There are best practices for discussion boards, and such practices have been established for about a decade; they’re nothing new. 12th ed. Within discussion forums, students share thoughts and review the ideas of others modeled through collegial, dialogic exchanges. On-call classroom and technology assistance that ensures every student has a seat at the table. (In University-managed classrooms, the standard configuration is displayed on a diagram posted near the door.). online training    I’ve been teaching at the university level for more than 30 years; for half those 3 decades, I’ve been teaching, volitionally, online. They enable users of a website to interact with each other by exchanging tips and discussing topics related to a certain theme. While you are charged with facilitating the discussion from the perspective of an expert knowledgeable in the subject, the aim of the discussion is not to bring students around to your way of thinking, but rather to create the opportunity for students to think critically—to question assumptions, to consider multiple viewpoints, and to develop knowledge of the subject. A good discussion will help students express themselves verbally, crystalize their thinking in conjunction with the thinking of their peers, and develop a tolerance for those with whom they may disagree. In some cases, discussion boards function along the lines of social networks students are already using. Afterall, faculty teaching across the spectrum are not typically specialists in pedagogical theories of education; it may be the case that instructors simply don’t know how to create engagement using online discussion. reading strategies    This organizational tool guides discussions by allowing students to identify ideas of contention, to weigh opposing viewpoints, to critically evaluate the arguments, and to draw conclusions. If you do not do this, students will have a hard time picking out the most important ideas from the discussion and understanding their significance. Using the discussion method, a student’s concrete, personal experiences are followed by observation, reflection, and analysis of these experiences.This process leads to formulation of abstract concepts and generalizations, which, in turn, leads to hypotheses to be discussed and tested in future experiences. http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html. The longer you wait for students to respond, the more thoughtful and complex their responses are likely to be. Use the chalkboard throughout the class to record key points, ideas, and questions. We’re proponents of evidence-based pedagogy, striving for success in our field and academic success for the University as a whole. Teaching by discussion utilizes one of the best principles of the learning process, namely, the involvement of students in active participation in the learning experience. Ask students to respond directly to one another’s ideas. Have each student write his final conclusion on an index card. If the student does not respond to this hint, tell him or her an exact number of times he or she … For all groups, however, having the students take a role in formulating the rules will mean that they will be more invested in following them. Abstract. quoted Abercrombie that through discussion certain areas of one’s particular viewpoint are compared and contrasted with others. Using their names will convince them that you see them each as individuals with something valuable to add, thus creating an environment of mutual trust and interest. Find everything you need on our new undergraduate student site. Your presence online should not dominate the discussion; rather, it should foster discussion between students. In online courses, discussion forums provide a place for student-to-student and instructor-to-student interaction. Distribute a selected reading to the class. If you grade class participation, give students preliminary grades and brief written evaluations as early as 3-4 weeks into the semester and at midterm so that they will know where they stand. THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING AND LEARNING SOCIAL STUDIES IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN NIGERIA (A CASE STUDY OF GWAGWALADA AREA COUNCIL) CHAPTER ONE INTRODUCTION BACKGROUND OF THE STUDY The basic objective or goal of teaching at any level of education is to bring a fundamental change on the learner (Tebabal & Kahssay, … Create a comfortable, non-threatening environment. Management research teaches us that people change most rapidly and completely in proportion to the amount of interaction which the… Provide a structure. In spite of these limitations, Discussion Method is a very useful and effective method for the teaching of History. Once consensus is reached, post the question for quick reference. Harvard University. Learn your students’ names during the first week of class. Online discussions can generate a number of messages, so you need to consider efficient ways to make your contributions. The teacher may not be able to guide and provide true leadership in the discussion. You can start learning your students’ names before the semester begins by using WebFAC to print your roster (with photos). Ask the class to identify the main question of the text. After class and before the next one, refresh your memory of names and faces by looking over the roster again. To schedule a class observation or videotaping, contact The Teaching Center at 935-6810. If you use discussions on a regular basis, assign grades for student participation. Just as in a traditional classroom discussion, students need to be reminded to talk to each other directly, not through you as the instructor. Keep in mind, however, that many students—especially those who are new to a university environment—will not come into your course with highly developed discussion skills. April 28, 2015. No matter what level of students you are teaching, you must carefully prepare and actively facilitate the discussions to ensure that they are disciplined and inclusive and that they promote learning. For example, require each student to submit a question about the course during the first day or week. Integrate student responses into the discussion without making the discussion merely a student-teacher interaction. Whether we’re teaching completely online or adding online discussion to a face-to-face class, online discussion boards are increasingly becoming a staple of college courses. San Francisco: Jossey-Bass, 2005. Using discussions as a primary teaching method allows you to stimulate critical thinking. Consistently use their names when calling on them and when referring to comments they have made in class or in threaded email discussions. Compose specific questions that will move the discussion forward, illuminate major points, and prompt students to offer evidence for their assertions and to consider other points of view. Alvermann, D.E. By Edwige Simon. You might also consider opening the discussion on the first day of class with small-group discussions about effective discussions and how to achieve them. Clare Jarmy 20th September 2013 at 1:00am. If you are teaching a class of 120 in an auditorium with bolted-down seats and poor acoustics, the traditional circular discussion arrangement is untenable. Do not answer your own questions. discussion method of teaching 1. discussion akshaya r nair 2. definition discussion method of teaching is a group activity involving the teacher and the student to define the problem and seek its solution.discussion method is also described as a constructive process involving listening ,thinking ,as well as the speaking ability of the student. The students may not follow the rules of discussion. However, the discussion is prime territory for things to go off on a tangent. Discussion Webs are "a special kind of graphic aid for teaching students to look at both sides of an issue before drawing a conclusion." Provide the groups with the Discussion Web graphical organizer (see below). There are so many teachable moments. The main objective of this research study is to investigate the impact of Discussion Boards on students’ grades and satisfaction with the learning environment. After discussing the individual reasons, encourage each student to decide on a position on the general question. Distribute or post on the board a list of rules and expectations that will promote successful discussions. Will you include in each participation grade the student’s performance on informal writing, online discussions, minor group projects, or other work? That way, everyone has to think about the topic and participate in some way. For example, will you evaluate the frequency and quality of their contributions, as well as how effectively they each respond to others’ comments? Define what you think of as a successful discussion (for example, one that includes participation by all group members, stays on topic, and explores issues in-depth and from a variety of perspectives.) A Discussion Web helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. Web-based teaching starts with identifying and vetting your resources, creating a lesson plan, and developing online handouts that provide information and encourage student participation. Textbooks are a great source of reliable information and ready-made activities, but the content they provide can be generic and not particularly engaging for students. (For more information about the learning preferences referenced here, see Professor Richard Felder’s Website.). Each session should have a clear beginning, middle, and end. Collect the cards and tally the responses. The discussion class is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. Princeton University. Accommodate different learning preferences. Let students know that your role as facilitator might become less involved as the term … Use verbal and non-verbal cues to encourage participation. Especially near the beginning of the semester, call on all students to answer questions, not just those who consistently raise their hands. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. content areas    In other words, do not assume that you can teach something in the same way that you learned it and get the same results with all of your students. Discussion Webs are useful tools for readers. First, discussion is supposed to stimulate the students to think critically and creatively. San Francisco: Jossey-Bass, 1993. Point out that understanding both sides of an argument does not preclude taking a stand. Point out what is valuable about your students’ arguments, whether or not you agree with them. Davis, Barbara Gross. Encourage questions from the outset. in the Classroom. Learn about the Center for Teaching and Learning. “Facilitating Discussions in Humanities and Social Science.” The McGraw Center. To help the other participants quickly understand what your post is about, be sure that your title clearly indicates the content that will follow. I came to understand the discussion teaching process through using the case method in my work as a faculty member in a graduate school of business. This strategy will also encourage the students to refer to one another by name. “Managing Hot Moments in the Classroom.” Derek Bok Center for Teaching and Learning. Do not give in to the temptation to answer your own questions, which will condition students to hesitate before answering to see if you will supply “the answer.” Patience is key; do not be afraid of silence. Teachers can feel as if they spend half their time telling students to quieten down, but there are reasons why it's good to talk. “Encouraging Interaction in Science and Engineering Classes.” The McGraw Center. Yet not all students participate equally in a face-to-face seminar. Make it clear that good discussions rarely happen without effort. Divide the class into small groups of 3 or 4 students. 2nd ed. Assign students brief writing assignments, such as writing a set of questions or a brief reflective piece that will serve as the basis for in-class discussions. In Class and Online: Using Discussion Boards in Teaching JOHN SULER, Ph.D. ABSTRACT Discussion boards provide instructors a unique opportunity to extend their classrooms into cyberspace. Thank students for their contributions. As a group, class fills out a shared Discussion Web, which includes the most common arguments used by students, and the most popular student conclusion. Develop clear goals and a specific plan for each session. If you have suggestions of resources we might add to these pages, please contact us: teachcen@wustl.edu(314) 935-6810Mon - Fri, 8:30 a.m. - 5:00 p.m. © 2020 Washington University in St. Louis, http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html, Learning Styles and Index of Learning Styles, Encouraging Interaction in Science and Engineering Classes, Facilitating Discussions in Humanities and Social Science. I often will have my students do work (answer questions, fill out a chart) before the discussion. https://mcgraw.princeton.edu/node/656. Princeton University. Small-group discussions, writing assignments, and online discussions can be effective methods for encouraging participation by students who are uncomfortable speaking in large groups and for enabling students to learn from one another. 2. Be sure to select a controversial document that elicits clearly defined opposing viewpoints. During the Discussion. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Brookfield, Stephen D. and Stephen Preskill. This strategy offers a clear "point-counterpoint" visual framework for analyzing texts. Students can submit these questions via an online discussion forum; this assignment can also serve as a way for you to ensure that they have each figured out how to log on to a discussion forum that you are using throughout the course. Classroom practice - Speak easy: learning through discussion. The discussion web: A graphic aid for learning across the curriculum. Boston: Houghton Mifflin, 2005. Actively seek contributions from as many students as possible in a given session; if a few students want to speak all the time, remind them that you value their contributions but would like to hear from others as well. Less experienced students will require more guidance with this task. 5. Show respect for all questions and comments. Thus, this method is more effective. Steven Gilbert (1995) of the American Association for Higher Education states that one purpose of educational institutions is to make better connections among people who want to learn, people who want to teach, and the world of information and ideas. Take that person aside and ask him or her to limit comments in class. Online forums are also known as discussion boards or message boards. Combine discussions with other teaching methods. Lenski, Susan D., Wham, Mary Ann, & Johns, Jerry L. (1999). Communicate to students the importance of discussion to their success in the course as a whole. Listen carefully. Make eye contact and move around the room to engage the attention of all the students and to communicate that you expect each of them to participate. The use of small-group discussions will allow students to become better acquainted and thus facilitate their communication with one another. Emphasis on Learning instead of Teaching, Discussion Method emphasises pupil-activity in the form of discussion, rather than simply telling and lecturing by the teacher. Understanding your students’ skills and perspectives can help you to develop specific ways of challenging each of them to think critically and express ideas clearly. “What to Do When Class Discussion Stalls.” The McGraw Center. Clarify the rules and expectations for discussions at the outset. Take students’ ideas seriously: help them clarify their thinking by asking them to provide evidence for their arguments and to respond to ideas and arguments offered by other students. Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. In the classroom, talking is rarely seen as a key skill. Your own participation should be consistent and prompt but modest. The study compared two groups of similar students studying similar topic and compared … The same class management skills needed for a conventional lesson are still needed in the internet class. For example, write an outline or guiding questions on the board. Stay abreast of new scholarship on teaching and teaching with technology. https://mcgraw.princeton.edu/node/661. And it's important to remember that whatever the resources and material being used - it is still the teacher that does the teaching, not the computer. Get to know your students and the skills and perspectives they bring to the discussions. Phase II: Independent Reading: Reading with a purpose set by a thought –provoking question. Of one ’ s website. ) University-managed classrooms, the more thoughtful and complex responses! Divide the class to identify the main question of the specific criteria that you will use anyone volunteering answer. 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Re nothing new compared and contrasted with others `` con '' ) and! To think critically and creatively discussion merely a student-teacher interaction who are visual learners consistent and prompt but modest Ann. Approach the topic from the work of those who have perfected the case method of teaching discussion is to... Still needed in the session, summarize the major ideas and write them on the teacher not. In short video clips to students the importance of discussion across the curriculum do when discussion!