QUIZ+1+-+POSSIBLE+QUESTIONS+AND+RESPONSES

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Dea's questions - Active learning is not only a holistic experience but it also requires a holistic management system to promote and support the effective teaching practices of effective teachers.

Discuss How is a class discussion different from a conversation? In planning and presenting a discussion, what are some of the issues or factors that need to be considered so as to make the discussion a good learning experience for the children?

You need to plan your whole-class discussion wisely and to prepare well if your whole-class discussion is to succeed. Not all topics can effectively be taught using the discussion method. Give some examples of topics that would be appropriate for small-group discussions in a primary classroom. Explain the different types of small group structures you could use for each topic you identify

I chose number two: My response: How is a class discussion different from a conversation? In planning and presenting a discussion, what are some of the issues or factors that need to be considered so as to make the discussion a good learning experience for the children?

A class discussion is different from a conversation, as a conversation is generally used to define an exchange of words between parties with no particular restraints or objectives. A class discussion is an interaction among learners; an opportunity for learners to articulate their own beliefs and views, to listen to and interpret the view of others and to use these differing perceptions to modify their own interpretation as to alter their prior knowledge by building on existing schemas. Class discussions are an opportunity for students to socially co-construct knowledge and create deeper understanding. Class discussions encourage students to engage in metacognitive thinking whilst also allowing opportunity, when done properly, for a teacher to assess student understanding without formal assessment.

There are many issues and factors that need to be considered for a class discussion to be effective.

These include;


 * A clear focus and purpose where outcomes are linked to the learning activity. The teacher knows the learning content well and can redirect conversation back to the learning activity if it gets off track, by raising key questions to refocus without hesitation that he/she can answer themselves if prompted by students, or answer other questions that students may ask.
 * Clear ground rules. Students need to know what is expected of them and what will not be tolerated/appreciated. These rules could be used as a visual aide to assist maintaining effectiveness and appropriateness within class discussions. It is essential that everyone’s beliefs and understandings are valued. Students must be made aware they are to respect one another; if they discourage each other students will lose engagement, social co-constructivism will not occur. There will be no modification of existing beliefs, no deeper understanding of concept or practice metacognitive thinking.
 * The teacher needs to be prepared to direct conversation with a warm, enthusiastic and non-judgemental approach, and ensure he/she is aware of their students and how they learn. Teachers need to recognise that some of their students will be reluctant to engage in class conversations whilst others will tend to dominate conversation. With careful planning and knowledge of students, teachers can manage discussion without domineering and involve those less reluctant, by asking questions that connect them and their prior knowledge to the topic. Teachers may also assign roles such as initiator, clarifier, summariser, recorder etc. to students to ensure equality and inclusivity. Discussion techniques such as paraphrasing, summarising, probing, elaborating and analysing can also be utilised as an effective means to connect students to conversation and prompt them to elaborate and explore upon their own beliefs and understandings, and the beliefs and understanding of their peers. This allows greater opportunity fora ‘criss-cross of a conceptual landscape’; that is, ability to see from other perspectives thus, ability to modify existing schemas and develop deeper understanding.
 * The organisation and dynamics of the class need to be considered as to eliminate possibility of students feeling inferior and of losing engagement. This can be achieved by a seating arrangement where the teacher’s position is considered. He/she may sit on the floor with the students, or all may sit at desk level. It is also essential that everyone can see one another and maintain eye contact, so a circle or horse shoe arrangement works well.

A class discussion aims to include all students in the content of a lesson and encourage them to participate in creating their own knowledge by sharing their own views and beliefs and listening to the views and beliefs of their peers. Sharing these differing perspectives allows opportunity for social co-construction, a modification of existing schemas and a deeper understanding. Class discussions need thorough planning and consideration for effective management to be implemented, so that discussions remain appropriate to the learning goal and include all class members.