Then, student A and B trade cards. Basic Structure: Give students a broad question or problem that is likely to result in lots of different ideas, such as “What were the impacts of the Great Depresssion?” or “What literary works should every person read?” Have students generate responses by writing ideas on post-it notes (one idea per note) and placing them in no particular arrangement on a wall, whiteboard, or chart paper. Examples of learner-centred methods are discussion method, discovery or inquiry-based approach and the Hill’s model of learning through discussion (LTD). I’m thrilled to hear that you are enjoying the podcast. These are some great strategies. Or any published sources that inspired this? On the front of the card they are to draw a picture of themselves as they want to be seen, on the front inside, things they are passionate about, on the back inside–things they want to learn or know about, and on the back they should write “things that others would not guess” about them. They didn’t know any other “formats.” I have only ever been familiar with a few myself. Your article helped me to improve our discussion and I will share this with a colleague. Just try teaching with good questions and leave the unnecessary games for grade school students. Anyone in the room could participate in this conversation on their phone, laptop, or tablet, asking questions, offering commentary, and sharing links to related resources without ever interrupting the flow of the presentations. It looks a lot like Voxer! I think the only one I added that may not have been there is the Town Hall format. Small groups of students travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation. Asynchronous: Padlet, Google Question, shared Google docs/slides/forms, The thing is, my district doesn’t have an LMS beyond Google Classroom with a discussion board, so I’m looking for workarounds. Teaching in a Harkness school more than ten years ago led me to develop Spider Web Discussion, and I still am amazed by its power to transform kids into learning leaders. This is a great list- lots of techniques I’ve seen used and shared in different places plus some great new ones. Students can see many different topics with which to share and not “hide” in the back row while the teacher dominates the discussions. You might be surprised what they still think, even after being told. What is the Discussion Method of Teaching Science? In fact, many of these protocols could be used for peer teaching as well. This logic has been drawn from the actual work scenarios. What are the Limitations of Discussion Method? I hope you go back into the earlier episodes and keep listening! The discussion requires a statement or enumeration of the facts to be analysed. I would think one way to apply these in health would be to have students talk about how to apply certain health concepts to their own lives, think of real-world examples of the things you’re teaching, or evaluate how well they are already doing with certain health practices. Often, this activity serves as a good pre-writing exercise, after which students will write some kind of analysis or position paper. Jean, that sounds great! Thanks. It started in India, but you can also find it in the suburbs of San Francisco, throughout the slums of South America, and among the Muslim tribes of Africa. Hi, Rolando! Formal discussion. PreserveArticles.com is an online article publishing site that helps you to submit your knowledge so that it may be preserved for eternity. I’m also a huge fan of Liberating Structures, a set of 33 ‘structures’ or discussion processes that “engage and unleash” everyone. I was looking to add some new formats and this post definitely fit the bill. Do you know of articles that describe research on any of them, particularly the low-prep ones? So some time has passed since you posted this comment…did you end up trying one of these strategies? Thanks for this! Teachers who have used this method say it has generated some of the richest conversations they have ever heard from students! Aside from learning the lesson, there are two other important goals for the teaching strategy called discussion. For the next rotation, students who have not rotated before may be chosen to move, resulting in groups that are continually evolving. This leads to a student-centered focus, but I’ve found even with this method in place people often struggle with getting all participants to engage. I circulated, observed and answered questions where suitable. I enjoyed this post and will “steal” some ideas. The last group is the ongoing strategies. There are following types of discussion. Very exciting stuff. (ii) Unstructured Group Discussion:In unstructured group discussions, unlike in the case of … Once lots of ideas have been generated, have students begin grouping them into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another, and so on. (6th ed.). If planned right, it can be fast and break up the monotony of the classroom. http://rightquestion.org/education/. Don’t do it folks. I also like the affinity mapping idea, especially since it is an independent, quiet thinking like activity at first, and then becomes a group discussion and involves teamwork to categorize the sticky notes/answers. Hi Jennifer, Another idea is to have kids use building blocks or legos to represent an idea and then talk it out to another group. The goal of a discussion is to get students to practice thinking about the course material. A backchannel is a conversation that happens right alongside another activity. Hi Kenzie and Jennifer, I first wanted to say how much I appreciated both of you contributing certain teaching strategies that have worked for you in the past as alternatives to typical lecture style instruction. I often go to China to practice with students and teachers methods that will allow students to talk and share rather than a teacher oriented class. Tell students how you expect they will prepare for discussions. There is a good deal of research, primarily from cognitive psychologists, suggesting that active, experiential learning is the most effective. The students may not follow the rules of discussion. Hi Jennifer, I just want to let you know that I am a big fan of yours. In discussion mere allega­tions un-supported by evidence are of little value.”. How did it go? While the "case" may be a Yeats poem or an 18th-century census or a Reagan speech, the discussion process is the same and works by the same rules. Keep in mind that the Teach-Okay method can really apply to any classroom and any activity. I’m midway through a graduate thesis on developing a rubric to comprehensively address all the elements of a conversation, and these formats are going to be really, really useful. Thanks so much for the tip. At this point the person being corrected smiles politely and thanks them, and everyone else edges away nervously. After sufficient time has passed for the discussion to develop, one or two students from each group rotate to a different group, while the other group members remain where they are. Maybe it will help? I just looked it up and have found the book. I absolutely LOVE this helpful list of ways students can participate in discussions. overview of using backchannel discussions in the classroom. Would you mind telling me which ones you had in mind? Behind each speaker, the remaining group members are seated: two right behind the speaker, then three behind them, and so on, forming a kind of triangle. Each student on the inside is paired with a student on the outside; they face each other. It’s worth a review. I would love to hear how it goes for you. Can you please share strategies for young children who can’t write their thoughts Something I’ve done with adults and teens is “greeting card” combined with “gallery”. A few of these can work, but do you know of any other activities or other sources that can help with this? There are no clear cut positions or stands to be taken. TJ, (iv) For making the discussion interesting and lively it is desir­able to cite the personal experiences of the students relat­ing to the topic. The first batch contains the higher-prep strategies, formats that require teachers to do some planning or gathering of materials ahead of time. The fact that teachers can watch each strategy being used is so incredible, because so many of us are visual and can retain the how-to’s better with seeing students in action. Thanks for your wonderful resources, keep doing what you do! Once in their new group, they will discuss a different, but related question, and they may also share some of the key points from their last group’s conversation. UNCG University Speaking Center, (336)256-1346, speakingcenter.uncg.edu Characteristics of the Discussion Method 1. Thank you so much for the great insight, Eric. by making connections among topics or readings, or by identifying assumptions or counter-arguments). The teacher may not be able to guide and provide true leadership in the discussion. Completely changed how I use conversations in class. Hi, Vibha! Once they share one idea, their apprehension may lesson and they’ll be more apt to share the next time. I am a middle school special education teacher and I co-teach in Math, Language Arts and Social Studies. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. Here’s a video on how to do it: https://dbp.theatredance.utexas.edu/content/exploding-atom Such a discussion is quite helpful to students as it helps them to understand current events to analyse and relate facts to real life situations In such a discussion the knowledge of facts is reviewed and an understanding is developed. Although WBT is most popular in elementary schools, this featured video shows the creator of WBT, Chris Biffle, using it quite successfully with college students. I agree Dorothy about some of the types of activities described. Thanks for some great ideas!! Hi Jennifer! Can’t wait to read your thoughts on this! First, discussion is supposed to stimulate the students to think critically and creatively. What a great list of classroom discussion strategies! (vi) In this method it is very difficult to assess all the students in terms of learning outcomes. Antonella, Hi there, enjoying this post. My scope has widened and deepened. If you force students to stand and deliver, it can lead to feelings of embarrassment, shame and unnecessary discomfort. Exactly. Hi Alison! Some students may not take part while others may try to dominate. 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. In Starr Sackstein’s high school classroom, her stations consisted of video tutorials created by the students themselves. No-one says ‘anthropology’ like that, or ‘pharmacology’ or any other word whatsover that ends with ‘ogy’. But when teachers began contacting me recently asking for a more comprehensive list, I knew it was time to do some serious research. Thank you so much, Louise! Hi Jennifer- a lot of these sound really great. Hi, Jen. They can ask questions in the moment and not wait to raise their hand. Thank You! Can’t wait to let my 7th graders experiment with these new techniques! It’s less collaborative and more stressful for the students than Socratic, but those competitive kids just SHINE and love them. Basic Structure: Students prepare by reading a text or group of texts and writing some higher-order discussion questions about the text. I would like to try the concentric circles a.k.a. (viii) Debate-discussion should be initiated by pairs of students on significant and controversial topics. teaching methods that make for successful discussion classes can be learned by interested faculty members. And second, discussion is supposed to develop the students’ social interaction skills. Before I knew the term Gallery Walk, I shared a strategy similar to it called Chat Stations, where the teacher prepares discussion prompts or content-related tasks and sets them up around the room for students to visit in small groups. Hi Jordana! I myself follow the Socratic Seminar Method with a slight twist. A great piece by Guy Williams of Wellington College (UK). Then, student A would go up to student B and ask them on whatever is on their card. I was surprised to not see one strategy I love on here: Quiz-Quiz-Trade (a Kagan structure). Basic Structure: Students begin in pairs, responding to a discussion question only with a single partner. I use a different color marker and circulate, asking clarification questions or drawing a smiley face or circling words I think need more focus. One person from each group (the “speaker”) sits in a desk facing speakers from the other groups, so they form a square in the center of the room. The way it works is that each student has a card with a math problem or discussion question or a prompt to retract a concept on it. And each strategy was explained brilliantly, in a way everyone can understand and use one or more. Merits and Demerits of Discussion Method of Teaching Science? 4. Your podcast is no longer refreshing in my Podcasts app. The experiment was continued for one month. I will definitely share these with my co-teachers and am sure we will incorporate some of these into our classes in the near future! One student remarked that she saw approaches to problems that were very different from her way of approaching them and she found that she learned a lot from being able to see the other students’ working. Also, where possible, I have student volunteers (who have not led a discussion) lead the post-small group part. Thanks, Herb! 1. If you actually read the article then you would certainly realise that the strategies are not just “fun parlor games”. From there, students continue the conversation, prompting one another to support their claims with textual evidence. A couple people here mentioned online courses. One activity was a written conversation and the other was a “world cafe” discussion. Discussion is meant to happen naturally and students do not need to raise their hands to speak. In another variation, several students could form a panel of different characters, taking questions from the class all together and interacting with one another like guests on a TV talk show. It is a little elementary, but we notice our students struggle with handling even just that activity. The particular discussion type that was judged by a teacher to be most like his/her own was further elaborated in the think-aloud interview until a fairly clear portrait of the teacher's conception was obtained. I’ll be sharing your site with my staff and modeling some of these strategies at our next staff meeting. These relations are to be analysed, compared, evaluated and conclusions are drawn. In other words, none of the “B” group got to work with anyone else in the “B” group. What I love is that everyone,even the shy kids get to share ideas and be “heard.” Also, they are forced to practice “listening” because they can’t respond to another if they haven’t “heard”/read what the person has to say. Now the teacher poses a new question, and the process is repeated. I can definitely see myself implementing them in my class. This simple small-group format teaches disciples to obey God. Thank you! I have used many of them for years, but these will add to my repertoire. You might as well hang a sign around your neck saying ‘I don’t have a clue, and I don’t even realise it’. I hope these help! museum other community resources etc.) Love it! Thank you for the wonderful list of strategies! Variations: Instead of two circles, students could also form two straight lines facing one another. From kindergarten all the way through college, students can benefit from explicit instruction in the skills of summarizing another person’s argument before presenting an alternate view, asking clarifying questions, and expressing agreement or partial agreement with the stance of another participant. It works well to keep students on task while at the same time allows for the generation of new ideas by reconfiguring the group composition. Discussion is important to learning in all disciplines because it helps students process information rather than simply receive it. I must admit at times I am guilty of being that teacher whose planning shows “discussion after the video”! From that spot, students take turns defending their positions. Instead of “rotating” to switch partners, one line just slides over one spot, and the leftover person on the end comes around to the beginning of the line. PreserveArticles.com is a free service that lets you to preserve your original articles for eternity. Then, after every rotation in Conver-Stations, each student has to teach their group the problem they have been assigned in order to better solidify their understanding of the problem. Thanks a lot for sharing these strategies! Hi Jennifer, I am going to be going into my Student Teaching soon and then hopefully into a career teaching Math at the high school level and I really enjoyed reading all of the possibilities there are for alternative classroom management other than having the teacher be the focal point of the room. 1. I was amazed that they were actually talking to each other (about the lesson), and to me! I especially find it useful that you’ve broken these down into higher-prep and lower-prep strategies, as we all know it’s easy to be short on time every now and then. Discussion method is used in many subjects for many topics. Variations: Some Gallery Walks stay true to the term gallery, where groups of students create informative posters, then act as tour guides or docents, giving other students a short presentation about their poster and conducting a Q&A about it. 7 Easy Ways to Support Student Writing in Any Content Area, How to Use the Concept Attainment Strategy, http://www.empoweringells.com/2016/10/01/a7-teaching-ells…tive-discussions/, https://www.empoweringells.com/a7-teaching-harkness/, http://apple.stackexchange.com/questions/182046/podcast-app-not-downloading-episodes-to-iphone, http://uobrep.openrepository.com/uobrep/bitstream/10547/335887/1/Harkness+Learning+-+Principles+of+a+Real+American+Pedagogy.pdf, http://teachinghistory.org/teaching-materials/teaching-guides/21731, When Kids Can’t Read: What Teachers Can Do, The World Cafe: Shaping Our Futures Through Conversations that Matter, http://cheesemonkeysf.blogspot.com/2014/07/tmc14-gwwg-talking-points-activity.html, A Collection of Resources for Teaching Social Justice, 3 Tips to Make Any Lesson More Culturally Responsive, Race in the Classroom: There’s a Manual for That, https://www.aristotlescafe.com/blog/epiphany-question-method/, http://blog.teacherspayteachers.com/survive-squirrel-outside-window-middle-school-teacher-tricks-end-school-year/?utm_source=bronto&utm_medium=email&utm_term=Here%27s+how+to+do+that&utm_content=http://blog.teacherspayteachers.com/survive-squirrel-outside-window-middle-school-teacher-tricks-end-school-year/&utm_campaign=Weekly+Newsletter+%23432+Grade+6-12+05/29/17&_bta_tid=18418169141401968820271650984996552369211578910726121637403247815866967331290004755984489152117079830529288&_bta_c=0dcmt5x3kjzxyy1j2jt9j8hryy3ez, https://www.amazon.com/Discussion-Book-Great-People-Talking/dp/1119049717/, https://college-homework-help.org/blog/bibliography, https://dbp.theatredance.utexas.edu/content/exploding-atom. Sherry. New pedagogy is not better pedagogy. I’ve utilized it for over 11 years and across 3 continents with wonderful success – if I can do it I know others can as well. Lastly, as a special education teacher, I found that the Talk Moves discussion technique would be extremely beneficial for my special needs students. I loved it. I now teach in the on line environment. 5. Pairs share their ideas with the pair they just joined. I really would like to try the speed dating discussion technique sometime- this would be like you said, way more of an intimate conversation and I’m betting more students will open up more on a 1 on 1 basis, rather than whole group. An extensive list of questions is made by the teacher and these should be injected into the discussion at appropriate time. #3 Content-Focused Methods. Sitting in front of the rest of the class, the student responds to classmates’ questions while staying in character in that role. 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