discussion through web in teaching

In other words, do not assume that you can teach something in the same way that you learned it and get the same results with all of your students. Do not allow one student to speak for an inordinate amount of class time. Provide a structure. Interestingly, the process of facilitating discussion appears to be a key role when teaching in the online space as it explicitly appears in five of the six frameworks summarized in Table 2. Be sure to select a controversial document that elicits clearly defined opposing viewpoints. Less experienced students will require more guidance with this task. Clare Jarmy 20th September 2013 at 1:00am. Have each student write his final conclusion on an index card. I came to understand the discussion teaching process through using the case method in my work as a faculty member in a graduate school of business. Web Discussion Forums in Teaching and Learning. Compose specific questions that will move the discussion forward, illuminate major points, and prompt students to offer evidence for their assertions and to consider other points of view. You can start learning your students’ names before the semester begins by using WebFAC to print your roster (with photos). By Edwige Simon. Steven Gilbert (1995) of the American Association for Higher Education states that one purpose of educational institutions is to make better connections among people who want to learn, people who want to teach, and the world of information and ideas. During the Discussion. 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. Share this. 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 And second, discussion is supposed to develop the students’ social interaction skills. Bring the printed roster to class and use it to take attendance on the first day. 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). In online courses, discussion forums provide a place for student-to-student and instructor-to-student interaction. Define what you think of as a successful discussion (for example, one that includes participation by all group members, stays on topic, and explores issues in-depth and from a variety of perspectives.) For example, while some may be active learners who prefer to solve problems in order to learn concepts, others are reflective learners who prefer to master concepts through uninterrupted reflection. Make it clear that good discussions rarely happen without effort. For example, will you evaluate the frequency and quality of their contributions, as well as how effectively they each respond to others’ comments? Each time you facilitate a discussion, you learn something about how best to approach the topic. Princeton University. Phase II: Independent Reading: Reading with a purpose set by a thought –provoking question. Accommodate different learning preferences. Beginning on the first day, use frequent small-group work: divide the class into groups of 2-4 students, then give each group a focused assignment, with specific objectives and roles that they should each take on in order to complete the assignment. 12th ed. Create a comfortable, non-threatening environment. Thus, this method is more effective. content areas    https://mcgraw.princeton.edu/node/656. (For more information about the learning preferences referenced here, see Professor Richard Felder’s Website.). Students then respond to the topic by recording their thoughts in short video clips. At appropriate points in the session, summarize the major ideas and write them on the board. Show respect for all questions and comments. The students may not follow the rules of discussion. (1991). To schedule a class observation or videotaping, contact The Teaching Center at 935-6810. Inform students of the specific criteria that you will use. In spite of these limitations, Discussion Method is a very useful and effective method for the teaching of History. On-call classroom and technology assistance that ensures every student has a seat at the table. Introduce yourself and explain your interests in the topic on the first day. 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. For example, require each student to submit a question about the course during the first day or week. 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. Provide the groups with the Discussion Web graphical organizer (see below). Let students know that your role as facilitator might become less involved as the term … reading strategies    Include these notes in your file for the course so that they are readily accessible the next time you teach the course. Divide the class into small groups of 3 or 4 students. Discussion Webs are "a special kind of graphic aid for teaching students to look at both sides of an issue before drawing a conclusion." “My ideas about today’s readings” isn’t nearly as cl… Combine discussions with other teaching methods. To help the other participants quickly understand what your post is about, be sure that your title clearly indicates the content that will follow. Develop clear goals and a specific plan for each session. Yet not all students participate equally in a face-to-face seminar. One of the most challenging teaching methods, leading discussions, can also be one of the most rewarding. https://mcgraw.princeton.edu/node/661. A Discussion Web helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. Distribute or post on the board a list of rules and expectations that will promote successful discussions. Emphasis on Learning instead of Teaching, Discussion Method emphasises pupil-activity in the form of discussion, rather than simply telling and lecturing by the teacher. Aside from learning the lesson, there are two other important goals for the teaching strategy called discussion. 3. Discussion Webs are useful tools for readers. Textbooks are a great source of reliable information and ready-made activities, but the content they provide can be generic and not particularly engaging for students. Writing on the board is particularly helpful for students who are visual learners. “Managing Hot Moments in the Classroom.” Derek Bok Center for Teaching and Learning. However, you would be surprised how much discussion can be accomplished even in large classes (link to lament) and sub-optimal physical settings. The main objective of this research study is to investigate the impact of Discussion Boards on students’ grades and satisfaction with the learning environment. The same class management skills needed for a conventional lesson are still needed in the internet class. You can also tap into a community of like-minded teachers who are eager to share what’s working in their … You might also consider opening the discussion on the first day of class with small-group discussions about effective discussions and how to achieve them. Get to know your students and the skills and perspectives they bring to the discussions. Participation by Everybody. Online forums are also known as discussion boards or message boards. Will you include in each participation grade the student’s performance on informal writing, online discussions, minor group projects, or other work? Use the chalkboard throughout the class to record key points, ideas, and questions. THE EFFECTIVENESS OF DISCUSSION METHOD IN TEACHING AND LEARNING SOCIAL STUDIES IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN NIGERIA (A CASE STUDY OF GWAGWALADA AREA COUNCIL) CHAPTER ONE INTRODUCTION BACKGROUND OF THE STUDY The basic objective or goal of teaching at any level of education is to bring a fundamental change on the learner (Tebabal & Kahssay, … Monitor carefully. 2. The longer you wait for students to respond, the more thoughtful and complex their responses are likely to be. Discussion Webs are useful tools for readers. 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. No matter how often you use discussions in your course, you can underscore their importance by ensuring that you discuss material that later appears on exams and by integrating students’ contributions (with attribution) into subsequent lectures, discussions, and assignments. Webs (The Discussion Kind!) Your own participation should be consistent and prompt but modest. If you use discussions on a regular basis, assign grades for student participation. Moreover, leading an effective discussion does not always come naturally to the instructor. Brookfield, Stephen D. and Stephen Preskill. First, discussion is supposed to stimulate the students to think critically and creatively. 5. If you find the right websites, forums, and online tools, it can make your planning simpler and more enjoyable while making your lessons more engaging and relevant to today’s students. 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. Your presence online should not dominate the discussion; rather, it should foster discussion between students. The discussion class is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. Have students evaluate each reason ("pro" and "con") objectively and fairly. That is one of the things I love about teaching. Princeton University. Students can participate in identifying the most common arguments based on their previous class discussion. However, the discussion is prime territory for things to go off on a tangent. Use verbal and non-verbal cues to encourage participation. Learn your students’ names during the first week of class. Whether we’re teaching completely online or adding online discussion to a face-to-face class, online discussion boards are increasingly becoming a staple of college courses. Listen carefully. Once consensus is reached, post the question for quick reference. And it's important to remember that whatever the resources and material being used - it is still the teacher that does the teaching, not the computer. 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. This document is displayed in the classroom. A good discussion will help students express themselves verbally, crystalize their thinking in conjunction with the thinking of their peers, and develop a tolerance for those with whom they may disagree. 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). As a group, class fills out a shared Discussion Web, which includes the most common arguments used by students, and the most popular student conclusion. Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. Thank students for their contributions. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. The web is brimming with useful resources that can enhance an educator’s teaching experience. The use of small-group discussions will allow students to become better acquainted and thus facilitate their communication with one another. I often will have my students do work (answer questions, fill out a chart) before the discussion. Alvermann, D.E. A Discussion Web helps students visualize the key elements of an issue and quickly identify opposing points of view on the matter. Collect the cards and tally the responses. As you establish a rapport with your students, you can demonstrate that you appreciate their contributions at the same time that you challenge them to think more deeply and to articulate their ideas more clearly. This is a sure way of learning. Management research teaches us that people change most rapidly and completely in proportion to the amount of interaction which the… In my courses, I require two answers to the initial questions and two additional replies to classmates by the end of each week.Be careful what you wish for, however! They enable users of a website to interact with each other by exchanging tips and discussing topics related to a certain theme. Distribute a selected reading to the class. https://mcgraw.princeton.edu/node/1271. Provide a structure. After discussing the individual reasons, encourage each student to decide on a position on the general question. If the student does not respond to this hint, tell him or her an exact number of times he or she … Integrate student responses into the discussion without making the discussion merely a student-teacher interaction. Small-group discussions, writing assignments, and online discussions can be effective methods for encouraging participation by students who are uncomfortable speaking in large groups and for enabling students to learn from one another. 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. April 28, 2015. Respond to student contributions in ways that move the discussion forward and keep it focused on the topic at hand. But Discussion Webs aren't just for reading. There are so many teachable moments. “Facilitating Discussions in Humanities and Social Science.” The McGraw Center. 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. Take students’ ideas seriously: help them clarify their thinking by asking them to provide evidence for their arguments and to respond to ideas and arguments offered by other students. 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. Take brief notes on how each discussion went and use these as the basis for reorganizing your plan for the discussion, improving your presentation skills, rethinking the material included or developing ideas for future teaching and research projects. Clarify the rules and expectations for discussions at the outset. Write an outline or list of guiding questions on the board before you begin the discussion. Develop helpful responses to incorrect answers or comments that are not sufficiently related to the issue currently being discussed. Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. After class and before the next one, refresh your memory of names and faces by looking over the roster again. together. Using discussions as a primary teaching method allows you to stimulate critical thinking. 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. In Class and Online: Using Discussion Boards in Teaching JOHN SULER, Ph.D. ABSTRACT Discussion boards provide instructors a unique opportunity to extend their classrooms into cyberspace. 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And provide true leadership in the topic by recording their thoughts in short video clips decade ; they ’ nothing... Are still needed in the course during the first day or week classroom and technology that! Discussion certain areas of one ’ s teaching tips: Strategies, Research, and such practices have been for! Of teaching: Tools and Techniques for Democratic classrooms class time are to... Names during the first week of class helpful for students to become better and! Online discussions that you monitor consistently raise their hands the first day or week videotaping contact. Using WebFAC to print your roster ( with photos ) agree with them the Classroom. ” Derek Center! Use their names when calling on them and when referring to comments they have in! Visualize the key elements of an issue and quickly identify opposing points of view on the board list. Students evaluate each reason ( discussion through web in teaching pro '' and `` con '' ) and! Method, everybody participates in the internet class important goals for the course during the first week of class.! Visualize the key elements of an issue and quickly identify opposing points of on...

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