DISCUSSION TECHNIQUES

1. DIFFERENT TYPES OF DISCUSSION

1.1. Divergent thinking

1.2. _________________

1.3. Sharing information

2. LIMITATIONS OF DISCUSSION

2.1. Ineffective in covering a large amount of _________

2.2. Difficult to get students' participation

2.3. Complicated teaching method that involves careful planning and preparation

3. TEACHER'S ROLE

3.1. 1. Get to know your students

3.2. 2. ________________________

3.3. 3. Begin the discussion

3.4. 4. ________________________

3.5. 5. Ask questions

3.6. 6. Deal with conflicts

3.7. 7. ________________________

3.8. 8. Reflect on what took place during the discussion

4. FOSTERING PARTICIPATION

4.1. 1. Ask general questions

4.2. 2. ____________________

4.3. 3. Control excessive talkers

4.4. 4. ____________________

4.5. 5. Allow for pauses and silences

4.6. 6. Be sensitive to feelings and emotional reactions

4.7. 7. Encourage and recognize students’ contributions

5. WHAT IS DISCUSSION?

5.1. a variety of forums for open-ended, collaborative __________ of ideas among a teacher and students or among students for the purpose of students ________, learning, problem solving, understanding, or literary appreciation.

5.2. Participants present _______ points of view, respond to the ideas of others, and reflect on their own ideas to build their knowledge, understanding, or interpretation of the matter at hand.

5.3. Discussions may occur among members of a pair, small group, or whole class and be _________ or _________.

6. STRENGTHS OF DISCUSSION

6.1. "discussion is particularly effective at increasing student involvement and active learning in classes” (Lowman, 1995, p. 164).

6.2. Discussion approaches are effective in developing students’ thinking skills and higher-level learning such as application, analysis, synthesis, evaluation (Bloom et al., 1956), and creativity (Anderson and Krathwohl, 2001; Bligh, 2000).

7. STUDENTS' ROLE

7.1. 1. Be prepared

7.2. 2. _________________

7.3. 3. Explain with clarity

7.4. 4. _________________

8. AUTHENTICITY IN EDUCATION

8.1. DEFINITION: authentic activities provide the possibility of meaningful, challenging and ___________ learning experiences, as opposed to learning which is shallow and passive. These earning experiences have relevance to real-world situations and can benefit the _________ in their ‘real’ life and not just the context of a formal education (Jenny McDougall, 2015)

8.2. BENEFITS

8.2.1. Authentic learning environments close the gap between “formal school learning and real-life learning” (Herrington and Oliver, 2000)

8.2.2. “Authentic tasks” are associated with high levels of engagement and positive learning outcomes (Fredricks, Blumenfeld, & Paris, 2004)

8.3. BRING THE REAL-WORL INTO CLASSROOM

8.3.1. 1. ____________________

8.3.2. 2. Practice real-world research

8.3.3. 3. _____________________

8.3.4. 4. Use the latest news

8.3.5. 5. Assign a real-world experience

8.3.6. 6. Publish student work for the ___________

8.3.7. 7. Give Students a Real, Tangible Problem to Solve