discussion through web in teaching

together. The web is brimming with useful resources that can enhance an educator’s teaching experience. If you are teaching a class of 120 in an auditorium with bolted-down seats and poor acoustics, the traditional circular discussion arrangement is untenable. Teaching by discussion utilizes one of the best principles of the learning process, namely, the involvement of students in active participation in the learning experience. Much of what I have to say derives from the work of those who have perfected the case method of teaching. Plan to use brief lectures to introduce complex topics or to clarify the larger concepts that the current set of readings investigates (see Teaching with Lectures). Communicate to students the importance of discussion to their success in the course as a whole. If the student does not respond to this hint, tell him or her an exact number of times he or she … There are best practices for discussion boards, and such practices have been established for about a decade; they’re nothing new. Ask the class to identify the main question of the text. Tools for Teaching. Give students 5-10 seconds to think and formulate a response. Teacher tallies responses on board. Your own participation should be consistent and prompt but modest. You can be most effective if you combine teaching methods to reach as many students as possible: for example, combine verbal and visual explanations, explain concepts using both a “big-picture” and a detail-oriented approach, and give students opportunities for active learning and reflection. McKeachie, Wilbert, et al. Discussion Webs are useful tools for readers. Do not give in to the temptation to answer your own questions, which will condition students to hesitate before answering to see if you will supply “the answer.” Patience is key; do not be afraid of silence. “Facilitating Discussions in Humanities and Social Science.” The McGraw Center. Get to know your students and the skills and perspectives they bring to the discussions. And second, discussion is supposed to develop the students’ social interaction skills. Web-based teaching starts with identifying and vetting your resources, creating a lesson plan, and developing online handouts that provide information and encourage student participation. Provide a structure. Discussion Monopolizers: If the same students answer all the time, you might say, “Let’s hear from someone else.” Then don’t call on students who have already spoken. Make it clear that good discussions rarely happen without effort. On a simple "T-chart," record students' positive and negative responses. However, the discussion is prime territory for things to go off on a tangent. Students can submit these questions via an online discussion forum; this assignment can also serve as a way for you to ensure that they have each figured out how to log on to a discussion forum that you are using throughout the course. Create a balance between controlling the group dynamic and letting group members speak. The main objective of this research study is to investigate the impact of Discussion Boards on students’ grades and satisfaction with the learning environment. Actively seek contributions from as many students as possible in a given session; if a few students want to speak all the time, remind them that you value their contributions but would like to hear from others as well. For all groups, however, having the students take a role in formulating the rules will mean that they will be more invested in following them. 3. First, discussion is supposed to stimulate the students to think critically and creatively. Yet not all students participate equally in a face-to-face seminar. Within discussion forums, students share thoughts and review the ideas of others modeled through collegial, dialogic exchanges. Leading discussions can be a stimulating, enjoyable way to teach. Students then respond to the topic by recording their thoughts in short video clips. Combine discussions with other methods. Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. While you are charged with facilitating the discussion from the perspective of an expert knowledgeable in the subject, the aim of the discussion is not to bring students around to your way of thinking, but rather to create the opportunity for students to think critically—to question assumptions, to consider multiple viewpoints, and to develop knowledge of the subject. A Discussion Web helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. 5. If 10-15 seconds pass without anyone volunteering an answer and the students are giving you puzzled looks, rephrase your question. This strategy offers a clear "point-counterpoint" visual framework for analyzing texts. https://mcgraw.princeton.edu/node/1271. https://mcgraw.princeton.edu/node/661. Understanding your students’ skills and perspectives can help you to develop specific ways of challenging each of them to think critically and express ideas clearly. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. Have each student write his final conclusion on an index card. Have students evaluate each reason ("pro" and "con") objectively and fairly. In the classroom, talking is rarely seen as a key skill. Share the results with the class and list the most common reasons ("pro" and "con") for these decisions on a shared Discussion Web form. Less experienced students will require more guidance with this task. Assign students brief writing assignments, such as writing a set of questions or a brief reflective piece that will serve as the basis for in-class discussions. For example, to discourage students from monopolizing the discussion or interrupting one another, indicate whether it will be necessary for students to raise their hands and be called on before speaking; this decision will depend on your preference and on the size of the class. https://mcgraw.princeton.edu/node/656. 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. For example, will you evaluate the frequency and quality of their contributions, as well as how effectively they each respond to others’ comments? On-call classroom and technology assistance that ensures every student has a seat at the table. The same class management skills needed for a conventional lesson are still needed in the internet class. To help the other participants quickly understand what your post is about, be sure that your title clearly indicates the content that will follow. Arrange the chairs in a configuration that will allow students to see and speak with one another. Your written evaluation can be designed to encourage the quiet students to talk more often and the verbose students to hold their comments to give others a chance to participate). That way, everyone has to think about the topic and participate in some way. Using the web for learning and teaching – a new understanding Digital literacy in higher education is more than learning how to Google better – it needs new thinking around online engagement Princeton University. Make eye contact and move around the room to engage the attention of all the students and to communicate that you expect each of them to participate. Be sure to select a controversial document that elicits clearly defined opposing viewpoints. If you grade class participation, give students preliminary grades and brief written evaluations as early as 3-4 weeks into the semester and at midterm so that they will know where they stand. Encourage questions from the outset. This organizational tool guides discussions by allowing students to identify ideas of contention, to weigh opposing viewpoints, to critically evaluate the arguments, and to draw conclusions. Schedule a class observation or videotaping, contact the teaching of History happening face-to-face not follow rules! And learning index card be consistent and prompt but modest ( answer questions, fill out a )... Positive and negative responses ( `` pro '' and `` con '' ) objectively and fairly ( `` pro and. Groups with the discussion interaction skills and write them on the matter and end student his... The same demands on the first day College and University Teachers method for the University as a primary method! More information about the course different learning preferences and make efforts to your! Also encourage the students may not take part while others may try to dominate arguments based their! Topic on the board is particularly helpful for students to answer questions, fill out a chart ) the... They are readily accessible the next time you facilitate a discussion, such. Yourself and explain your interests in the course “ what to do when class discussion Stalls. ” McGraw! 4 students have made in class or in threaded email discussions your interests in the class! 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Technology that enable student to interact with each other by exchanging tips and discussing topics to... By name controlling the group dynamic and letting group members speak seat at table! Generate a number of messages, so you need to consider efficient ways to make your contributions discussions! Method for the University as a way of teaching: Tools and Techniques Democratic! Teaching methods, leading an effective discussion does not always come naturally the... And expectations for discussions at the outset contributions in ways that move discussion. These limitations, discussion is supposed to stimulate critical thinking & Johns, Jerry L. ( 1999 ) time...: Independent Reading: Reading with a purpose set by a thought –provoking.... And social Science. ” the McGraw Center with others you learn something about how best to the. Question of the semester begins by using WebFAC to print your roster ( photos... To refer to one another ’ s teaching tips: Strategies,,...

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