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Developing Discussion Techniques Small Group Discussion  Ideal for maximum students’ participation.  Interaction is enhanced among students since everybody is given the chance to exchange ideas and concentrate on what transpires during the discussion.  Fundamental...

Developing Discussion Techniques Small Group Discussion  Ideal for maximum students’ participation.  Interaction is enhanced among students since everybody is given the chance to exchange ideas and concentrate on what transpires during the discussion.  Fundamental elements of small group discussion  Procedure and meaningful engagement - This cannot be carried out without developing among the students the skill of oral communication. - Maximum participation is part of the process of discussion through listening attentively and responding responsibly and appropriately 20 Developing Discussion Techniques Small Group Discussion  Fundamental elements of small group discussion  Commitment of One’s Given Roles and Tasks - In every group discussion, assuming one’s role is indispensable - Each role is important in a group  Unquestionable Leadership - It is the responsibility of the teacher to assign leaders first at the beginning of small group discussions. - A rotation is a must to test the leadership skills of the members of the group 21 Developing Discussion Techniques Small Group Discussion  Fundamental elements of small group discussion  Unity - Group discussion is founded on the spirit of sticking together under the banner of cooperation and support for each other. - The moving force behind this is the teacher will create the atmosphere of respect and belief in each other’s worth as a leader or as a member of the group. 22 Purpose of Planned Discussion Construction of Meaning Planned Discussion Verbalization of One’s Thoughts and Ideas Deep Reflection Sharing of Personal Opinions Application of Ideas 23 Question: When is a class discussion used? 1. To compare and contrast varied solutions to a particular issue 1. 2. To find out what insight can be gained from educational trip 2. 3. To compare a novel or a script to its play version 4. To assess novel institutional programs 4. 5. To emphasize the pros and cons of a particular bill Uses of Class Discussion 24 Purpose of Questions Assessing cognition and mastery of the subject matter  Once the topic is discussed, the teacher wants to ensure that learning has taken place, questions are presented to test students’ understanding and mastery of the subject matter.  By presenting thought-provoking questions, the teacher helps students to develop their high level thinking skills. Establish the accuracy of facts, ideas and events  This can be done through giving short question and answer activities for students to verify the results of a particular activity. Develop creativity among the learners  When teachers present high-level questions, they challenge the students to express their own ideas so they will be more original and creative. 25 Purpose of Questions For comprehension evaluation  Questions raised by the teachers must provide opportunities for students to maximize their engagement. Motivate the learners  Quality questions stimulate the students to think when given before the lesson proper.  It facilitates the teacher’s efforts to set the tone for a conducive atmosphere so that the students will be in the right mood. 26 Types of Questions Convergent Questions  This is the type of question that requires short responses from the students.  This question usually uses the what, who, when, and where which encourages students to participate actively in the recitation or brief discussion of the lesson. Divergent Questions  The opposite of convergent question wherein it draws from the student various responses  The rule of thumb is to encourage students to expound their answers to that they are not just contented with answering basic knowledge and understanding. 27 Types of Questions High-level Questions  This is the type of question synonymous with thought questions and is often divergent in forms.  This develop higher order thinking skills because the learners engage in higher cognition.  Analysis (Analyzing)  Enables students to scrutinize how the information was organized so that ideas can be constructed.  Evaluation (Critiquing)  Allows the students to formulate their own judgments and decisions about two or more ideas or concepts based on a planned set of standard. 28 Types of Questions High-level Questions  Creating  Synthesis questions provided the students the skills to come up with novel ideas after learning has taken place.  Students become innovative after they master the skills of putting together all the outputs into an organized whole. 29 Types of Questions Low-level Questions  Concerned with the basic skills instructions which form the basis for students’ analysis and evaluation of information.  Remembering  Direct the students to simple recall of facts and information.  Understanding  Lead the students to the understanding of the content which requires students to explain, summarize and elaborate. 30 Questioning Techniques Write the questions in black and white  A good practice is to present the questions through writing on the board or power point slides so that the students will have a clearer view and retention of the questions than just orally presenting them to the students Set standards of behavior in the questioning period  The do’s and don’ts must be spelled out at the beginning before actual questioning to set the tone for a wholesome atmosphere devoid of misbehavior by the student. Questions should be distributed to all members of the class 31 Questioning Techniques Questions should be distributed to all members of the class  When questioning, the teacher should not favor anybody in particular to the detriment of others. Prepare students before asking the question  The name of the game is cueing which helps the students to be more attentive to the questions raised by the teacher. Avoid impertinent and ridiculous questions  Teacher must see to it that questions will produce positive or correct answers. Provision for wait-time must be observed  Wait-time – period between the asking of a question and the allowable student’s answer to a question. 32 Questioning Techniques Refrain from ignoring incorrect answers and take time out to react to every response.  Wrong answers by the students must be corrected humanely or involve other students to revise the responses.  Reacting to every answer and giving praises motivate the students Settle for questions that are clear, concise and short enough for easy retention of the students  The teacher should present questions one at a time especially for those whose cognitive abilities are slow Project a relaxed and non-threatening appearance when questioning  Open-mindedness and acceptance must be the rule of thumb that must be practiced by every teacher who desires to get a 100% students’ participation in the question and answer period. 33 Questioning Techniques Motivate students not to give up if they encountered difficult questions  The teacher should encourage the students to “stretch their mind” if they find it hard to give their answers to the questions.  They can be challenged to forward their intelligent guesses when they feel inadequate to complement the question with the correct answer.  Students are trained to exert their efforts to utilize hypothesis-testing ways. 34