Guide
Name
Discussion
Description
Discussion provides students with opportunities to generate and share their questions and ideas related to a concept, issue, object, or experience. In the exchange of information that occurs in discussion, students contribute ideas, listen carefully to what others have to say, think critically, seek clarification, and develop positions or relevant arguments. Discussions provide teachers with valuable information to assess student understanding, as well as the students' values and attitudes, and assists in planning for learning and instruction. Resources Steps to Effective Discussion blm/ela/g/strategies23 TI
Purposes Specific Learning Outcomes LICT Descriptors How To Do
- 1. Model effective discussion procedures by role-playing a conversation with another adult or with a student. Have students view video clips showing discussions in progress. 2. Elicit observations from students regarding discussion procedures. Once students have an understanding of "effective discussion," have them identify its specific behaviours. Class may post simple rules, such as: taking turns, contributing ideas, building on previous responses, and maintaining topic. 3. Have student pairs role-play good discussion behaviours. Consider assigning specific roles for students to take during discussions, and provide opportunities for students to experience various roles (e.g., discussion leader, note-taker, timer, questioner, etc.).
Related Information
Active Listening link to file Collaborative Learning link to file Public Speaking link to file Students need direct instruction in both the affective and cognitive skills necessary for good discussion. Model effective discussion behaviours in all teacher-directed questioning and brainstorming sessions. Encourage students to practise specific behaviours as goals for subsequent discussions.
Variations
Inside-Outside Circle: Have students stand in two circles. The inside circle faces out while the outside circle faces in. Pose a question. Students facing each other discuss the question and come to consensus on an answer. Call for a response from the students. Have the circles rotate so that new partnerships are formed and then pose another question for discussion. This is an appropriate strategy to encourage discussion in a large group. Numbered Heads Together Students have the opportunity to discuss the answer to a question before sharing the response with the class. link to file Sharing Circle The teacher and students sit in a circle to generate and contribute ideas/information about familiar experiences and topics. link to file Talking Sticks/Talking Circle: Students gather in a circle and one student is given a "talking stick" which indicates that he/she may speak about the topic while other members of the circle listen attentively. When the student has finished speaking or if the student is unprepared to speak on the topic at that Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
time he/she may pass the "talking stick" to the next person. The "talking stick" continues to move around the circle as ideas and opinions are expressed. Time keepers or time limits should be arranged to keep stick moving at a reasonable rate. Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., what does an effective discussion group member look/sound like?) Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Offer descriptive feedback based on criteria/goals. Record focused observations of adherence to rules and to determine affective and cognitive skills or higher-order thinking skills. Group DiscussionObservation Checklist blm/ela/g/blm60 TBLM Record anecdotal comments using a Daily Observation Form Daily Observation Form Ela/g/blm_6 TBLM Guide self- and peer assessment, using a Met/Not-Yet-Met strategy.Met-nym Link to fileSelf-Assessment link to file Group Work Assessment-Form B blm/ela/g/elablm37 SBLMGroup Work Reflection blm/ela/g/elablm40 SBLMHow Was My Group Work? Middle Years blm/ela/g/elablm42 Orally guide/facilitate reflection in journals (e.g.) what I am learning about discussing with a partner or in a group? Evidence of my learning is...)Reflection link to file Reflection Metacognition blm/ela/g/blm_1 SBLM
References Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -