education assesment

3. Topic
• “ What is Classroom
Discussion , Planning
Discussion , And Organizing
Discussion “

4. Group Fellows
>Muhammad Saqlain
>M.Zaeem Azam
>Hamza Jabbar
>Ghulam Qanbar Abbas
Class > BS Chem 2nd Sem

5. Institute
•University Of
Education
•Faisalabad Campus

6. Topic Outline
>> Classroom Discussion
… History
… Strageties
>> Planning Discussion
>> Organizing Discussion

7. Classroom Discussion
• > History
Silberman (1996) asserts that to stimulate class
discussion, ―You first have to build interest!
How, then, can we make that happen?
>> A number of strategies are presented here
which can change the once ―quiet classroom
into one that has lively and meaningful
discussion

8. Strategies >>
1. Set clear expectations for student
participation in discussion sessions.?
Do this at the beginning of the semester to set
the tone of the class Establish discussion
rule such as ―You are not allowed to say ‗I
don‘t know‘ when asked a question. If you
don‘t know, think of a plausible answer,
guess, speculate, wonder aloud.
Classroom Discussion

9. 2. Break the ice with informal talk outside of
class.
Informally talk with student before and after
class about non-class material such as their
other classes, sports, and activities. Showing
students that you care about them as
individuals may help them to be more open to
formal discussion in class.
Classroom Discussion

10. 3. Control and use classroom space strategically.
• Arrange the classroom in a circle or horseshoe to
help stimulate discussion. Move toward the
person to whom you are talking but then move
away as soon as they begin to speak so they
become the center of the conversation. Walk
among the students during your presentation to
encourage students to talk with you. Sitting
with your students helps the class become a
community which can encourage discussion.
Classroom Discussion

11. 4. Use eye contact purposefully and strategically.
Look directly at the person to whom you are
discussing but then scan the class to
encourage more dialogue. Watch for non-
verbal feedback to keep the discussion lively
and meaningful—move on and change the
subject when you see people drifting off
Classroom Discussion

12. 5. Avoid open questions; Call on individual
students.
Directing questions to specific students rather
than asking the entire class to answer will
prevent students who tend to answer all the
time from monopolizing the discussion.
Classroom Discussion

13. 6. Ask good questions.
Prepare a list of questions to help drive the discussion.
Mark those which are good and delete for future
classes those which do not spur discussion. Avoid
yes/no questions. Instead, form questions which
require students to analyze and interpret, beginning
the question with ―Why do you think or ―How would
you Include questions that lead to students taking a
stand on a subject and lead these questions with,
―What arguments, pro and con, can we generate
Prompt students recall of information by asking
questions that refer to readings, prior discussions, and
exam material.
Classroom Discussion

14. > Further Strategies
Active Debate—where every student is involved in the
discussion and not only the debaters.
Town Meeting—lightly defined,
A town meeting is a meeting of the members of a town or
community who discuss and act upon town business. In
education, a town meeting can imply a meeting where the
students are formed in a group (or the entire class) are
welcome to voice their views on a subject in an egalitarian,
participatory, and democratic way. The instructor can direct
the conversation on a particular subject where students are
involved in the creation of course policy, development of
course assignments, or course calendar.
Classroom Discussion

15. Three-Stage Fishbowl Decision—
this strategy can be used for practicing listening skills, where a
group of students discuss and answer one question, which
is then discussed by a second group of students before
discussing and answering their own question, followed by a
third group who discusses the second question before their
own question.
Reading Aloud—
helps students focus, raise questions, and stimulate discussion
of a selected book.
Trial by Jury—sparks ―
controversy learning which is stimulated by challenging
viewpoints. (1996, pp. 83-92)
Classroom Discussion

16. Planning Discussion
Instructors like to believe that if students are
awake and engaged in conversation it's a
cause for celebration. But there's more to
consider. You may witness a spectacular
discussion on the effects of teen magazines on
youth culture or the implications of cyborgs in
science fiction novels, but at some point you
need to ask, "How do these discussions help
students become better writers?"

17. When planning a discussion,
consider your daily goals.
>Ask yourself, what do I want students to gain
from this discussion?
> How will it contribute to the overall goal for
the lesson?
>How does it connect to students' own writing?
Planning Discussion

18. Shape your outline or discussion plan to reflect the
daily goals
Discussions happen for different reasons.
Perhaps you're leading a discussion to introduce a
new concept or assignment.
Maybe you're critiquing a sample essay, or looking
closely at an assigned reading. Whatever the
situation, you'll want to consider your role, as
well as the goals. Taken together, these provide a
starting point to give shape to your classroom
discussions.
Planning Discussion

19. Suggestions for Organizing a Discussion Group
If you are thinking about convening a discussion
group, here is a brief outline of the key steps
for organizing and facilitating it. These points
are filled out in more detail in the “Guidelines
for Reflection and Discussion” section.
Organizing Discussion

20. Steps….
• Ask participants to read a designated book
chapter or chapters prior to each session.
• Arrange for a computer with Internet access to
view the video clips.
• Be clear on who is leading each discussion. It
may work best to share this responsibility with
at least a few members of the group

21. • As facilitator, acquaint yourself with the
discussion guidelines in the next section, re-read
the chapter you will be discussing, watch the
videos and review the questions—and consider
others you might raise.
• At the first meeting, establish the tone and
direction of the meeting by reviewing the
Touchstones on the next page with the
participants. You may want to review these at the
beginning of each meeting.
Steps….

22. • During the meeting, provide a brief time for
reflection/writing after a question is posed or
the video is watched.
• End each meeting with a brief look at the next
meeting. Then invite each participant to share
a closing thought, question, or observation.
Steps….

23. Reference
• References Barton, J., Heilker, P., & Rutkowski, D. (n.d.).
Fostering effective classroom discussions.
http://www.mhhe.com/socscience/english/tc/discussio
n.htm
• Silberman, M. (1996). Active learning: 101 strategies to
teach any subject. Boston, MA: Allyn and Bacon. (This
book is available in the NIU Faculty Development and
Instructional Design Center)
• Suggested Resource University of Wisconsin
Whitewater Learn Center (2009). Plan classroom
discussions at least as carefully as lectures.

24. ThankYou For Attention

25. Any Question ???????