ST.
PETER’S COLLEGE
TEACHING ARTS IN ELEMENTARY GRADE
LECTURE NOTES
Discussion
• Is an expression and exchange of verbal or written ideas based to achieve certain
objectives and goals. Classroom discussion is an important teaching strategy
because of its relation to the development of participatory citizenship, critical
thinking, and classroom community.
• Facilities learners to observe, assess and share knowledge about the specific
subject matter. It also gives a feeling for students to sight from multiple angles, to
make fresh thoughts, ideas, and improve their communication and expression
talents (Larson & Keiper, 2000).
• A method in which group discussion techniques are used to reach instructional
objectives.
• Peter (2008, p.127) states the discussion method as: “Discussion is an excellent
way of developing thinking skills and higher-order learning. Discussions are
important when exploring opinions, beliefs, and attitudes and encouraging
learnings to appreciate other points of view:
Use of Discussion Method
• To develop imaginative solutions to problems.
• To stimulate thinking and interest and to secure students’ participation
• To emphasize main teaching points.
• To supplement lectures, reading, or laboratory exercises.
• To determine how well student understands concepts and principles.
• To prepare students for application of theory of procedure.
• To summarize, clarify points or review.
Structure of Classroom Discussion
Here are some different task students usually perform in discussion group:
• Task Functions
• Social Functions
Characteristics of the Discussion Method
Characteristics of the Discussion Method Cooper and Simonds (1995, p. 256) have
highlighted some characteristics of discussion method:
• Experiential Learning
• Emphasis on Students
• Focus on Critical Thinking
• Use of Questions
ST. PETER’S COLLEGE
TEACHING ARTS IN ELEMENTARY GRADE
LECTURE NOTES
Types of Classroom Discussion
• Small Groups
• Buzz Groups
• Talking Circle / Word Wheels
• Talking Tickets
• Think-Pair-Share
• Write Around
• Guided Discussion Method
• Reflective Discussion Method
• Turn to Your Neighbor
• Round Robin
• Line-Ups
• Value Lines
• Jigsaw
• Sharing Limited Resources
• Question and Answer Pairs
• Advanced Preparation Pairs
PLANNING THE DISCUSSION
Kern (2006, p.127) has suggested following principles for planning a classroom
discussion:
1. Determine the goals of discussion.
2. Assess prior knowledge and experiences of students.
3. Assess and build your background knowledge on the topic.
4. Provide a supportive environment for discussion.
5. Offer your viewpoint, when necessary, to build knowledge or correct
misinformation.
6. Allow for alternative viewpoints to agree or disagree.
7. Plan meaningful connections between the discussion, over the content, and real-
life experience.
Questions According to Bloom’s Taxonomy
Cooper and Simonds (1995) have elaborated that questions based on Bloom’s
taxonomy are more effective to obtain the best results from discussion. They have given
the following thoughts:
1. Knowledge: In this domain, questions entail students simply recall previously
learned material. If the teacher’s purpose is to stimulate this domain, questions
should be based accordingly.
ST. PETER’S COLLEGE
TEACHING ARTS IN ELEMENTARY GRADE
LECTURE NOTES
2. Comprehension: In this domain, questions entail students to restructure or restate
material in a way to demonstrate their understanding of important meaning.
3. Application: In this domain, such questions are asked which entail students to
apply previously learned material to solve problems in new situations.
4. Analysis: Questions that demand students to split a concept into its constituent
parts for logical analysis.
5. Synthesis: Questions that require students to combine their ideas into a
statement, plan, product, and so forth, that is new for them.
6. Evaluation: Questions that require students to judge something based on some
criteria.
Think-pair-share Technique:
There are four steps in the think-pair-share technique:
1. Problem: The teacher asks students an open-ended question or poses a
problem to which there may be a variety of answers.
2. Think: Students are given ‘think time’ and are directed by the teacher to think
about the problem or question.
3. Pair: Students utilize the ‘think time’ and turn their faces to their learning
partner and work together to share ideas, discuss, clarify, challenge and arrive
at possible solutions.
4. Share: The pair then shares their ideas with another pair, or with the whole
class. It is important that students need to be able to share their partner’s ideas
as well as their own (Ledlow, 2001).
Guided Discussion Method
Below is the structure of guided discussion:
➢ Objectives: Before starting guided discussion, the instructor should have clear
objectives.
➢ Introduction: The instructor should introduce the discussion simply by posing a
question or telling of a story to help get the discussion off the ground.
➢ Discussion: The instructor should try to keep students focused on topic. It
demands attention from the instructor and continual evaluation of students’
knowledge.
➢ Summary: Before moving to the next section, the instructor should summarize
previous section.
➢ Conclusion: Review and recap is indispensable in guided discussion to have an
idea what was covered in the discussion. This will help the student grasp the “larger
picture.” The instructor should clarify any questions (Kinne, 2000).
ST. PETER’S COLLEGE
TEACHING ARTS IN ELEMENTARY GRADE
LECTURE NOTES
Advantages
1. Increase students interest
2. Increases students acceptance and commitments.
3. Utilizes student knowledge and experience.
4. Results in more permanent learning because of high degree of student
participation.
Disadvantages
1. Require highly skilled instructor
2. Requires preparation by student
3. Limits content
4. Consumes time
5. Restricts size of groups
Reference:
Mushtaq, D. (August 13, 2021). Discussion Method. Retrieved from
[Link]
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