Discussion Skills to Know Students Are Doing Their Own Work

@page { margin: 0.79in } h4.cjk { font-family: "Noto Sans CJK SC Regular" } h4.ctl { font-family: "FreeSans" } h1 { margin-bottom: 0.08in } h1.western { font-family: "Liberation Serif", serif } h1.cjk { font-family: "Noto Sans CJK SC Regular"; font-size: 24pt } h1.ctl { font-family: "FreeSans"; font-size: 24pt } h2.cjk { font-family: "Noto Sans CJK SC Regular" } h2.ctl { font-family: "FreeSans" } p { margin-bottom: 0.1in; line-height: 120% } a:link { so-language: zxx }

Discussion is important to learning in all disciplines because it helps students process information rather than simply receive it. Leading a discussion requires skills different from lecturing. The goal of a discussion is to get students to practice thinking about the course material. Your role becomes that of facilitator. You design and facilitate the discussion rather than convey information. If you want to hold a discussion, don’t do all the talking yourself; don’t lecture to the group or talk to one student at a time.

1. “Micro Lab” Method. In this activity, students take turns answering questions in small groups. They have one to two minutes to deliver their answers. The discussion does not allow for cross talk until the end, and the order in which students answer the questions rotates. This means that sometimes they have time to process their answers, while other times they must think on their feet.

Micro Lab values quick thinking and careful listening to prevent repetition of previous answers. These skills are essential in any discussion. With equal airtime for all voices, Micro Lab is especially beneficial in classrooms where some voices tend to dominate and others remain consistently quiet. It is also well-suited for classes in which students are still learning to expand on and bolster their arguments. Encouraging silence often motivates students to articulate their thoughts more thoroughly.

Concentric circles Method.

This process provides a means for having learners dialogue with multiple peers for short periods of time in response to a series of questions or prompts.

Procedure

1. Begin by dividing the group in half. One group should form the inside circle, facing out, while the other group forms the outside circle around the inner group, facing in toward their first partner.??
2. Pose a question that ask for partners to?make connections and part their thinking.??
3. Please designate the partner on the outside as "A" and the partner on the inside as "B.".??
4. A will have the opportunity to speak first and will have approximately 60 seconds to respond to the question, while B will attentively listen..??
5. After the given time,talk while?A position is that of ?listening. After each individual has shared, the pair engages in a back and forth speech for another minute.??
6. As the time is up, partners express gratitude to each other and get ready to transition. With their right hands raised for a triumphant 'high five,' the inner circle turns counterclockwise while the outer circle turns clockwise.?
7. Learners in the inner circle, it's time to move! Find a new partner in the outer circle by moving a specific number of spaces. As you go, make sure to give 'high fives' to each other (with your current partner being 'high five' number one).?
8. Learners?turn to look their new partner and the teacher gives a different question or prompt.??

Quote of the day Method In groups of four, students select one unique passage from the reading that they feel is significant. Next, they select their roles, which I write on the board:

• Argument Maker (In one sentence, what does your passage reveal?)
• Contextualizer (What happens just before your passage?)
• Reader (Read the passage aloud and preface that with who is speaking, thinking, or writing: “Kambili thinks” or “Adichie writes.”)
• Analyzer (Explain why the passage proves the argument.)

After some time to prepare, we go through the passages chronologically, and each group shares out, fulfilling their roles.

This pivotal discussion session is designed to help students fully grasp the crucial elements of paragraph structure while honing their foundational skills in analytical essay writing. By engaging in lively group discussions, students will have the opportunity to craft compelling arguments, master the art of selecting and contextualizing evidence, and sharpen their analytical abilities. As a facilitator, I will be able to gauge their progress in real time and provide immediate, targeted verbal feedback to enhance their learning experience.

Inside-Outside Circle Method

The Inside-Outside Circle, developed by Kagan in 1994, is a teaching method where students engage in movement and interaction. It serves as both a cooperative and summarizing strategy. In this activity, students form two concentric circles, facing each other. They respond to teacher or note-card prompted questions and then rotate to the next partner. This structure allows students to take on the roles of both teacher and learner, fostering a sense of community and integrating movement within the learning process. Furthermore, it facilitates peer tutoring and allows for the assessment of different levels of knowledge acquisition.

Implementation

1.Display a captivating question or thought-provoking statement on the board.

?· One alternative is to write a variety of different but related questions on index cards..

2. Questions that need higher level thinking skills questions should be chosen.

3. Standing inside the circle allows for better management of the class by the teacher..

4. When students are provided with adequate thinking time, the quality of their responses will significantly enhance.

5. Students are actively occupied in thought process, with different questions and different partners.

6.One significant advantage of this activity is that some students find it more secure and comfortable to participate in discussions with a single classmate rather than in a larger group.

Classroom Management Techniques

1. Students make one big circle and pair up.
2. By moving to the inside, one partner and the other face each other directly, creating a strong and engaging connection.
3. Supply students at least ten seconds of "think time" to respond to the prompt.
4. Encourage students in the inner circle to share their thoughts with their counterparts in the outer circle..

?· Once they have finished, prompt them to say "pass." At this moment, the students in the outer circle will eagerly share their responses with the classmate directly facing them

?· Student groups can effectively signal their completion by simultaneously turning to face the teacher in the center..

5. Have the outside circle move one step to the left or right and talk about the same question with an other partner.