Discussion Method.pptx
- 1. Discussion Methods Dr. Daniyal Mushtaq Assistant Professor Dr. Daniyal Mushtaq
- 3. OBJECTIVES OF THE UNIT After studying the unit, it is hoped that you will be able to: 1. Explain the structure of classroom discussion. 2. Discuss characteristics and different types of classroom discussion. 3. Understand the procedure of planning an effective classroom discussion. 4. Develop rules to organize classroom discussion. 5. Discuss rationale and different types of questions in classroom discussion. 6. Evaluate the tips for asking and answering questions during classroom discussion. 7. Identify advantages and disadvantages of discussion method. 8. Specify the rules for improvement of classroom discussion. Dr. Daniyal Mushtaq
- 4. OVERVIEW The discussion method employs two-way communication and open- dialogue technique between the teacher and the learner. The method starts with a discussion between teacher and learner; and among the learners. Verbal and non-verbal feedback from teacher is the key element in this method, which permits the learner to determine if the desired learning outcomes have achieved. If not, the learner may be directed to work more and present the information again, but in a different manner. Dr. Daniyal Mushtaq
- 5. CLASSROOM 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 Dr. Daniyal Mushtaq
- 6. DEFINITION OF DISCUSSION METHOD "An activity in which people talk together in order to share information about a topic or problem or to seek possible available evidence or a solution. It is used more and more in student-centered learning venues as a means of engaging students in the “active” construction of learning through collaboration and the exchange of perspectives”. “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”. Dr. Daniyal Mushtaq
- 7. Structure of Classroom Discussion The discussion class is necessarily a tiny crowd trying to complete an assignment. As such, the class can perform its tasks more effectively if each student in the group is conscious of the different types of activities and responsibilities he/she can perform to make discussion smoother. Every individual has his own specific style of acting in classroom discussion. Some students prefer to lead, some students work to keep the group focused on the discussion task, and some act to keep the group from taking itself too seriously Dr. Daniyal Mushtaq
- 8. Task Functions of Classroom Discussion 1. Information and opinion giver: Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. 2. Information and opinion seeker: Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. 3. Starter: Proposes goals and tasks to initiate action within the group. 4. Direction giver: Develops plans on how to proceed and focuses attention on the task to be done. 5. Summarizer: Pulls together related ideas or suggestions and restates and summarizes main point discussed. Dr. Daniyal Mushtaq
- 9. Task Functions of Classroom Discussion 6. Coordinator: Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. 7. Diagnose: Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group’s goals. 8. Energizer: Stimulates a higher quality of work from the group. 9. Reality tester: Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work. 10. Evaluator: Compares group decisions and accomplishments with group standards and goals. Dr. Daniyal Mushtaq
- 10. Social Functions of Classroom Discussion 1. Encourager of participation: Warmly encourages everyone to participate, gives recognition for contributions, demonstrates acceptance and openness to ideas of others, is friendly and responsive to group members. 2. Harmonizer and compromiser: Persuades members to analyze constructively their differences in opinion, searches for common elements in conflicts, and tries to reconcile differences. 3. Tension reliever: Eases tensions and increases the enjoyment of group members by joking, suggesting breaks, and proposing fun approaches to group work. 4. Communication helper: Shows good communication skills and makes sure that each member understands what other members are saying. 5. Evaluator of emotional climate: Asks members how they feel about the way in which the group is working and how they feel about each other, and shares own feelings about both. Dr. Daniyal Mushtaq
- 11. Social Functions of Classroom Discussion 6. Process observer: Watches the process by which the group is working and uses the observations to help examine group effectiveness. 7. Standard setter: Expresses group standards and goals to make members aware of the direction of the work and the progress being made toward the goal, and to get open acceptance of the groups' norms and procedures. 8. Active listener: Listens and serves as an interested audience for other members, is receptive to others’ ideas, and goes along with the group when not in disagreement. 9. Trust builder: Accepts and supports openness of other group members, which reinforces risk taking and encourages individuality. 10. Interpersonal problem solver: Promotes open discussion of conflicts between group members in order to resolve conflicts and increase group togetherness. Dr. Daniyal Mushtaq
- 12. Different Ways of Classroom Discussion 1. Classroom arrangement: 2. Respect of opinions: 3. Tackle the opinions: 4. Memorization of students’ names: 5. Grouping: 6. Students’ involvement: 7. Flexible schedule: Dr. Daniyal Mushtaq
- 13. Characteristics of the Discussion Method 1. Experiential Learning 2. Emphasis on Students 3. Focus on Critical Thinking Identification phase Focusing Phase Application Phase 4. Use of Questions Dr. Daniyal Mushtaq
- 14. Types of Classroom Discussion 1. Small Groups 1. Make a safe place. 2. clear learning objectives 3. Teacher should formulate and communicate his/her expectations of the students. 4. Avoid yes/no questions. Ask "why" or "how" questions 5. Don't fear silence. Dr. Daniyal Mushtaq
- 15. Types of Classroom Discussion 1. Small Groups 6. set up the room for discussion. A circle works best. 7. Get to know the students' names and who they are. 8. Participants should be provided positive feedback. 9. Show enthusiasm for the subject. 10. Teach students how to participate. Dr. Daniyal Mushtaq
- 16. Types of Classroom Discussion 1. Small Groups 11. Ease students into discussion. 12. Teacher should also clarify his role as a discussion facilitator. 13. Provide opportunities for students to talk to each other in smaller, unsupervised groups. 14. Manage both process and content. 15. Listen, learn, and adapt. Dr. Daniyal Mushtaq
- 17. 2. Buzz Groups In buzz group every member of a larger group is directly involved in a discussion process. Participants discuss in pairs for a limited period. This method is especially effective for articulating ideas in preparation for a general discussion or to give expression to personal response to a film, presentation, or experience. After talking in pairs, couples might be asked to combine in groups of four and compare their opinions. Dr. Daniyal Mushtaq
- 18. 3. Talking Circle / Word Wheels The whole class is divided into two groups; these groups sit together in one circle; one group sits in a circle facing outward and the other facing inward so that each person faces someone else. The participants of these groups then share their views on a given problem/topic. The facilitator sets a time for discussion session and then asks questions from everyone on the inside to move one seat to the right and discuss with the new person sitting opposite. This process continues until eachperson has changed views with several others Dr. Daniyal Mushtaq
- 19. 4. Talking Tickets Talking tickets provide every student an equal opportunity to speak. Each participant is given three talking tickets, each representing a certain amount of "air time." Once someone has used all her or his tickets, that person has no further opportunities to speak. This technique not only encourages students for critical thinking, time management and confidence, but also gives every student an equal opportunity to speak. Whole class is involved in discussion and more talkative and less talkative students are given equal chances to speak Dr. Daniyal Mushtaq
- 20. 5. Think-Pair-Share This technique was introduced in 1981 by Professor Frank Lyman. This strategy is based on the idea of co-operative learning and peer interaction. It is considered as a foundation stone for the development of cooperative classroom with a basic purpose to develop thinking skills, increase information and develop communication skills among students. The core of this method is ‘wait or think’ time, which improves students’ responses to questions. It is an effective and simple strategy, useful from early childhood through all consequent stages of education. It has a very flexible structure, which has been utilized in variety of ways for various learning purposes. Dr. Daniyal Mushtaq
- 21. 5. Think-Pair-Share 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 Dr. Daniyal Mushtaq
- 22. 6. Write Around In this method, the discussion is carried out in written form. It is also called silent discussion. Teacher poses a key question and asks students to write a response at the top of a page. Each paper is then passed to the person on the right, who reads the first statement and responds to it by writing something below. This process is repeated until three or four people have had an opportunity to respond. Then students pass the papers back to the left so that everyone can see what has been written on the pages. Because the facilitator does not see what participants write, this method can enable them to express views they might desire to keep from the facilitator Dr. Daniyal Mushtaq
- 23. 7. Guided Discussion Method There are different types of questions in guided discussion method: 1. Overhead/How/Why: This category of questions is directed to the whole group. 2. Rhetorical: Rhetorical questions prompt group thought and thinking. 3. Direct: direct questions are asked of a particular student. 4. Reverse: In response to a question, another question is asked. 5. Relay: Relay the question to the group if asked by a student. Dr. Daniyal Mushtaq
- 24. 8. Reflective Discussion Method in reflective discussion method, the teacher generates a structuring device or key question. The students are provided with a series of points by the teacher which they have to bring up during the discussion. Students are then encouraged to prepare potential questions around those points. The teacher uses questioning technique to encourage students to deeply investigate the topic. It may be a topic which allows students to defend their own values; however, they should be observed so that the values of other students will not be threatened. In addition, the teacher should refrain from allowing his/her values to dominate the discussion. The teacher also shares the control and direction of the lesson with the students. This fosters student to student interaction. For the conclusion, the teacher re-asks the main question and lets students respond by summarizing their opinion as an answer to the question. The students then defend their opinion with reasons and information obtained from the discussion, as well as with their prior knowledge of the subject. A teacher summary and reiteration of the lesson's significance concludes the discussion. Dr. Daniyal Mushtaq
- 25. 9. Turn to Your Neighbor This is used when there are easy answers to questions an teacher wants quick response. It contains simple structure in which a question is asked; students turn to a classmate sitting next to them to discuss their answer. Usually, students are given 30 seconds to discuss an answer. Dr. Daniyal Mushtaq
- 26. 10. Round Robin This technique is useful when students are divided into groups (3-5 students per group).Teacher poses a question and students quickly go around in the circle and share their answers. This technique is also useful to elicit quick responses from pupils. Students are allowed to offer answers until teacher tell them to stop. Students are also given one opportunity to pass on answering. At the end, group members share their ideas with the class. Teacher can randomly call on individuals to share and allow the others in the group to clarify what was said. Dr. Daniyal Mushtaq
- 27. 11. Line-Ups In this technique, students are lined up to some standard, such as height, weight, birthdays or alphabetical order. The teacher poses a question. At this point, the line is folded in a way that the member at the ends move together to form two lines facing each other. Students then discuss with the person in front of them. Teacher can then have volunteers share with the entire class or students can be randomly called. This technique fosters great discussions by allowing students to move out of their seats and to talk with adiversity of students. Dr. Daniyal Mushtaq
- 28. 12. Value Lines This technique requires the longest to carry out. It is used when teacher wants pupils to acquire a stance on a problem. When teacher posits a questions or an issue, then students stand on one side or the other of an imaginary line. One side of the line is for those who agree with the statement, and the other side is for those who disagree with it. Then students on the either side of the line turn to each other and discuss why they agreed or disagreed with the statement. Then each pair turns to another pair across the line and discusses their agreement and disagreement. Dr. Daniyal Mushtaq
- 29. 13. Jigsaw In this technique, material or work is divided among each member of the group. Every individual has a portion of the required task and no one has everything that is needed to complete the task. Teacher usually uses this method to divide an assignment so that each group member takes a part. Students share their information within the group members. Group members need each other to obtain the full experience. Dr. Daniyal Mushtaq
- 30. 14. Sharing Limited Resources Sharing limited resources is another way to create positive interdependence. Giving one paper/book/quiz/poster/markers/assignment/ to a group helps draw group members together to complete an assignment. Limiting resources is important not only in light of budget constraints but is also the best way to increase the chances that cooperation will occur within the group. Dr. Daniyal Mushtaq
- 31. 15. Question and Answer Pairs Teacher seats the class in circle and divides students into question and answer pairs. These pairs ask and answer questions on assigned reading or as a great review activity before a test. These pairs are assigned numbers 1 and 2. The "1’s" are told that they will not be moving. The "2’s" are told that they will be moving throughout the activity. Teacher then asks questions and students in 1s and 2s pair up, and sort out the best answer for the question. Teacher needs to check the amount of time before the "2’s" are told to move to their left, and meet the next 1. They then answer the next question on the review sheet. This continues as the 2’s circle around the room until they are back at their own original seat. Dr. Daniyal Mushtaq
- 32. 16. Advanced Preparation Pairs Students are to write a short analysis paper summarizing the vents/relevancy/opinion of an assigned reading for class. Students bring copies of the paper to the class. The members of their base group or discussion pair will listen to the team member read the paper, then edit, and evaluate the paper. Criteria for review can be predetermined by instructor, class, or peer group. Each group can select the "outstanding" paper as they deem it, then in large group it can be discussed as to why it stood out from the others. Dr. Daniyal Mushtaq