Chapter 7 - How Teachers Can Facilitate Student Discussions by Not Talking
Learning Objectives
After reading and discussing the chapter, participants will be able to do the following.
- Identify and justify two reasons why discussions are good learning activities.
- Participate in a group to create a sample set of discussion guidelines.
- Compose a discussion question that will drive students to reach an identified learning outcome.
Chapter Summary
There is often a lot of talking in a classroom. However, other than the non-educational chatter by students, they are mainly quiet during he learning process. The voice that is heard in a traditional classroom is normally that of the teacher. With studies showing that there are tremendous learner benefits from discussion, debate, and reflection among students, we need to find more opportunities for this form teaching strategy with our students.
The first task in using discussion as a teaching methodology is to help students understand the benefits of it. Many students may feel that discussion is wasted time -- that learning is equal to lecturing. We must inform them of the reasons that discussions can bring about deeper thinking, understanding others' perspectives, listening skills, and clarify thinking.
Next, after students understand the reasoning behind "discussion as learning," teachers must be prepared. A set of guidelines, created collaboratively between the teacher and students, should provide a framework for how the groups will work through this process. Next, it is crucial that the teacher create thoughtful questions that will invoke discussions that drive the learning process in the direction of the learning outcomes. The teacher must also decide on how the discussion activity will be assessed and share that information with the students. Last, during the discussion time, one rule all teachers must remember is to KEEP THEIR MOUTH SHUT and allow students to navigate the flow of the dialogue.
Finally, to ensure student learning gets embedded in long term memory, students need to continue to think, reflect, and expand on the information gathered during the discussions. There are many avenues a teacher could take at this point, such as have students write reflections, summaries, or mind maps of the key points in the discussion. The teacher must decide how the discussions will be assessed (Doyle, 2011).
Personal Connection
As the chairperson of the District Technology Committee, I need to ensure that all members share in the discussion of issues and decisions. This can be a tricky road to navigate, as it is not a classroom environment but, for the most part, a group of co-workers. There are always a variety of viewpoints, from the primary grade teachers to the high school teachers; from math and science to the fine arts; and of course the budgetary perspective. As I plan my first Technology Committee meeting of the year, I am dwelling on some of the issues presented in this chapter. Our discussions need to focus on our next Technology Plan. I must find a way to get teachers to think farther down the road than what they might be able to see right now. Technology is changing very fast, and I want our staff and students to keep pace. How do I induce discussions that will help teachers see past today and into a tomorrow that they can't envision? I don't have that answer yet, but will hopefully have some sort of brainstorm before the meeting.
Suggestions for Implementation
My suggestions for implementing discussion activities are listed below.
Step #1
Ironically, the first step of implementing discussion activities starts with a discussion. Discuss with students the reason behind using discussions and that it is just another form of learning. Just like reading a textbook or doing homework, you will get out of it what you put into it.
Step #1
Ironically, the first step of implementing discussion activities starts with a discussion. Discuss with students the reason behind using discussions and that it is just another form of learning. Just like reading a textbook or doing homework, you will get out of it what you put into it.
Step #2
Next, students will work together on guidelines for the discussions (ex: everyone shares a thought . . . everyone asks as questions . . . each member of the group has a role, etc.). Take all opinions, but narrow the list down to the most important items.
Next, students will work together on guidelines for the discussions (ex: everyone shares a thought . . . everyone asks as questions . . . each member of the group has a role, etc.). Take all opinions, but narrow the list down to the most important items.
Step #3
Once guidelines are agreed upon, the teacher must come up with intriguing questions that drive the learning process. Perhaps for the very first discussion activity, give students questions that are not so tough, so they get the hang of being part of a group and following the guidelines. With each additional discussion, challenge the students with more thought-provoking questions that encourage students to reflect, think deeper, and work together as a group.
Once guidelines are agreed upon, the teacher must come up with intriguing questions that drive the learning process. Perhaps for the very first discussion activity, give students questions that are not so tough, so they get the hang of being part of a group and following the guidelines. With each additional discussion, challenge the students with more thought-provoking questions that encourage students to reflect, think deeper, and work together as a group.
Step #4
Last but not least, have students write a reflection of what they learned from the group discussion. Reflection is something that not all people will attend to on their own -- they must be guided to think about things. This will help solidify the learning the teacher intended from the activity.
Last but not least, have students write a reflection of what they learned from the group discussion. Reflection is something that not all people will attend to on their own -- they must be guided to think about things. This will help solidify the learning the teacher intended from the activity.
RESOURCE:
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.
Doyle, T. (2011). Learner-centered teaching: Putting the research of learning into practice. Sterling, VA: Stylus Publishing.