Discussion Method

Introduction
Objectives
Classroom Discussion
Planning the Discussion
Organizing the Discussion
Practicing in Asking Questions
Practicing in Answering Questions
Assessing the Discussion
Rules for Discussion
Advantages and Disadvantages of Discussion Method
Guidelines for Maximum Utilization
Exercise
Self Assessment Questions
References-

1. Unit – 6 Discussion Method Presented By: DR. DANIYAL MUSHTAQ [email protected]

2. Discussion Discussion is an expression and exchange of verbal or written ideas based to achieve certain objectives and goals. Classroom discussion is an important teaching strategy because of its relation to the development of participatory citizenship, critical thinking, and classroom community. Class discussion facilitates learners to observe, assess and share knowledge about specific subject matter. It also gives a feeling for students to sight from multiple angles, to make fresh thoughts, ideas, and improve their communication and expression talents (Larson & Keiper , 2000).

3. Discussion Method A method in which group discussion techniques are used to reach instructional objectives.

4. Definition Peter (2008, p.127) states discussion method as : “ Discussion is an excellent way of developing thinking skills and higher order learning. Discussions are important when exploring opinions, beliefs and attitudes and encouraging learners to appreciate other points of view”.

5. Uses of Discussion Method To develop imaginative solutions to problems. To stimulate thinking and interest and to secure student participation. To emphasize main teaching points. To supplement lectures, reading, or laboratory exercises. To determine how well student understands concepts and principles. To prepare students for application of theory of procedure. To summarize, clarify points or review.

6. Structure of Classroom Discussion Here are some different tasks students usually perform in discussion group: Task Functions Social Functions

7. Characteristics of the Discussion Method Cooper and Simonds (1995, p. 256) have highlighted some characteristics of discussion method : Experiential Learning Emphasis on Students Focus on Critical Thinking Use of Questions

8. Types of Classroom Discussion Small Groups Buzz Groups Talking Circle / Word Wheels Talking Tickets Think-Pair-Share Write Around Guided Discussion Method Reflective Discussion Method Turn to Your Neighbor Round Robin Line-Ups Value Lines Jigsaw Sharing Limited Resources Question and Answer Pairs Advanced Preparation Pairs

9. PLANNING THE DISCUSSION Kern (2006, p.127) has suggested following principles for planning a classroom discussion: 1 . Determine the goals of discussion. 2. Assess prior knowledge and experiences of students. 3. Assess and build your background knowledge on the topic. 4. Provide a supportive environment for discussion. 5. Offer your viewpoint, when necessary, to build knowledge or correct misinformation . 6. Allow for alternative viewpoints to agree or disagree. 7. Plan meaningful connections between the discussion, over the content, and real-life experience .

10. Questions According to Bloom’s Taxonomy Cooper and Simonds (1995) have elaborated that questions based on Bloom’s taxonomy are more effective to obtain the best results from discussion. They have given the following thoughts:

11. Cont . Knowledge : In this domain, questions entail students to simple recall previously learned material. If teacher’s purpose is to stimulate this domain, questions should be based accordingly. Comprehension : In this domain, questions entail students to restructure or restate material in a way to demonstrate their understanding of important meaning. Application : In this domain, such questions are asked which entail students to apply previously learned material to solve problems in new situations.

12. Cont. Analysis : Questions that demand students to split a concept into its constituent parts for logical analysis. Synthesis : Questions that require students to combine their ideas into a statement, plan, product, and so forth, that is new for them. Evaluation : Questions that require students to judge something based on some criteria.

13. Think-pair-share Technique There are four steps in think-pair-share technique: Problem : Teacher asks students an open-ended question or poses a problem to which there may be a variety of answers. Think : Students are given ‘think time’ and are directed by the teacher to think about the problem or question. Pair : Students utilize the ‘think time’ and turn their faces to their learning partner and work together to share ideas, discuss, clarify, challenge and arrive at possible solutions. Share : The pair then shares their ideas with another pair, or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own ( Ledlow , 2001).

14. Guided Discussion Method Below is the structure of guided discussion: Objectives : Before starting guided discussion, the instructor should have clear objectives. Introduction : The instructor should introduce the discussion simply by posing a question or telling of a story to help get the discussion off the ground. Discussion: The instructor should try to keep students focused on topic. It demands attention from the instructor and continual evaluation of students’ knowledge.

15. Cont. Summary : Before moving to the next section, the instructor should summarize previous section. Conclusion : Review and recap is indispensable in guided discussion to have an idea what was covered in the discussion. This will help the student grasp the “larger picture.” The instructor should clarify any questions ( Kinne , 2000).

16. Advantages 1. Increase students interest 2. Increases students acceptance and commitments. 3. Utilizes student knowledge and experience. 4. Results in more permanent learning because of high degree of student participation.

17. Disadvantages Require highly skilled instructor Requires preparation by student Limits content Consumes time Restricts size of groups