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Objectives:
2. Strengths
a. Large amount of material can be covered in a short time
b. Effective for introducing, clarifying, defining
c. Efficient for students who have difficulty reading or don’t read
d. Inexpensive
e. Can be as effective as any other method in cognitive gains
B. Discussion Types
1. Recitation
a. Teacher asks questions and the students answer
b. Questions based on readings, lectures, labs, etc…
c. Purpose is to determine student understanding and to clarify
misunderstanding
d. Low-level questions too often used; becomes drill and review
e. Should allow demonstration of understanding and application to new
situations
f. Questions should be prepared in advance and sequenced
g. Call on volunteers as well as non-volunteers
2. Guided Discussion
a. Help students construct knowledge for themselves
b. Students must have base knowledge to work from
c. More varied interaction pattern than recitation
d. Pace is slower with more development of ideas, clarification of points
e. Questions should aim at higher cognitive levels
f. Students should interpret, explain, apply, illustrate, generalize,
conclude (Wilen, 1990)
3. Reflective Discussion
a. Open expression of ideas
b. Introduce topic and ask initial question, but allow it to go where it will
c. Excellent approach to controversial ideas: AIDS, cloning, nuclear
testing, etc…
d. Conflicting laboratory data can be a good topic
e. Indisputable facts are not good discussion topics
f. Challenge students to think critically and examine beliefs, attitudes
g. No set interaction pattern
h. Not imperative that all students speak up
i. Still rests on students having enough background knowledge
C. Conducting a successful discussion
1. Preparation
a. Nature of the topic: student maturity and interest need considered
b. Physical setting: face-to-face needed, everyone should see if demo.
c. Group Size: 10-20 students is optimum; can use multiple small groups
4. Phases
a. Introduction
i. Establish the purpose, materials, and what to look for
ii. Sometimes, it is better to tell them the outcome before doing
b. Presentation
i. Event is shown
ii. Questions are asked
iii. Avoid long delays if possible
iv. May have students participate or redo demonstration
c. Conclusion
i. Help students connect to new understanding
ii. May follow with guided discussion
iii. Link to everyday life