The document discusses the discussion method as an effective teaching strategy that fosters critical thinking, student participation, and community learning through various structured approaches in classrooms. It outlines the planning principles and types of discussions, such as think-pair-share and guided discussions, emphasizing the importance of engaging students' thinking and collaboration. The discussion method has advantages like increased student interest and permanent learning, but also poses challenges like the need for skilled instructors and time consumption.

1. Unit – 6
Discussion Method
Presented By:
DR. DANIYAL MUSHTAQ
merri786@hotmail.com

2. Discussion
 Discussion is an expression and exchange of verbal or written
ideas based to achieve certain objectives and goals. Classroom
discussion is an important teaching strategy because of its relation
to the development of participatory citizenship, critical thinking,
and classroom community. Class discussion facilitates learners to
observe, assess and share knowledge about specific subject matter.
It also gives a feeling for students to sight from multiple angles, to
make fresh thoughts, ideas, and improve their communication and
expression talents (Larson & Keiper, 2000).

3. Discussion Method
 A method in which group discussion techniques are used to
reach instructional objectives.

4. Definition
 Peter (2008, p.127) states discussion method as:
“Discussion is an excellent way of developing thinking
skills and higher order learning. Discussions are
important when exploring opinions, beliefs and
attitudes and encouraging learners to appreciate other
points of view”.

5. Uses of Discussion Method
 To develop imaginative solutions to problems.
 To stimulate thinking and interest and to secure student participation.
 To emphasize main teaching points.
 To supplement lectures, reading, or laboratory exercises.
 To determine how well student understands concepts and principles.
 To prepare students for application of theory of procedure.
 To summarize, clarify points or review.

6. Structure of Classroom Discussion
 Here are some different tasks students usually perform in
discussion group:
 Task Functions
 Social Functions

7. Characteristics of the Discussion Method
 Cooper and Simonds (1995, p. 256) have highlighted some
characteristics of discussion method:
 Experiential Learning
 Emphasis on Students
 Focus on Critical Thinking
 Use of Questions

8. Types of Classroom Discussion
 Small Groups
 Buzz Groups
 Talking Circle / Word Wheels
 Talking Tickets
 Think-Pair-Share
 Write Around
 Guided Discussion Method
 Reflective Discussion Method
 Turn to Your Neighbor
 Round Robin
 Line-Ups
 Value Lines
 Jigsaw
 Sharing Limited Resources
 Question and Answer Pairs
 Advanced Preparation Pairs

9. PLANNING THE DISCUSSION
 Kern (2006, p.127) has suggested following principles for planning a
classroom discussion:
1. Determine the goals of discussion.
2. Assess prior knowledge and experiences of students.
3. Assess and build your background knowledge on the topic.
4. Provide a supportive environment for discussion.
5. Offer your viewpoint, when necessary, to build knowledge or correct misinformation.
6. Allow for alternative viewpoints to agree or disagree.
7. Plan meaningful connections between the discussion, over the content, and real-life
experience.

10. Questions According to Bloom’s Taxonomy
 Cooper and Simonds (1995) have elaborated that questions based on
Bloom’s taxonomy are more effective to obtain the best results from
discussion. They have given the following thoughts:

11. Cont.
 Knowledge: In this domain, questions entail students to simple
recall previously learned material. If teacher’s purpose is to
stimulate this domain, questions should be based accordingly.
 Comprehension: In this domain, questions entail students to
restructure or restate material in a way to demonstrate their
understanding of important meaning.
 Application: In this domain, such questions are asked which entail
students to apply previously learned material to solve problems in
new situations.

12. Cont.
 Analysis: Questions that demand students to split a concept
into its constituent parts for logical analysis.
 Synthesis: Questions that require students to combine their
ideas into a statement, plan, product, and so forth, that is new
for them.
 Evaluation: Questions that require students to judge something
based on some criteria.

13. Think-pair-share Technique
 There are four steps in think-pair-share technique:
 Problem: Teacher asks students an open-ended question or poses a problem to
which there may be a variety of answers.
 Think: Students are given ‘think time’ and are directed by the teacher to think
about the problem or question.
 Pair: Students utilize the ‘think time’ and turn their faces to their learning partner
and work together to share ideas, discuss, clarify, challenge and arrive at possible
solutions.
 Share: The pair then shares their ideas with another pair, or with the whole class. It
is important that students need to be able to share their partner’s ideas as well as
their own (Ledlow, 2001).

14. Guided Discussion Method
 Below is the structure of guided discussion:
 Objectives: Before starting guided discussion, the instructor should
have clear objectives.
 Introduction: The instructor should introduce the discussion simply by
posing a question or telling of a story to help get the discussion off the
ground.
 Discussion: The instructor should try to keep students focused on topic.
It demands attention from the instructor and continual evaluation of
students’ knowledge.

15. Cont.
 Summary: Before moving to the next section, the instructor should
summarize previous section.
 Conclusion: Review and recap is indispensable in guided discussion to
have an idea what was covered in the discussion. This will help the
student grasp the “larger picture.” The instructor should clarify any
questions (Kinne, 2000).

16. Advantages
1. Increase students interest
2. Increases students acceptance and commitments.
3. Utilizes student knowledge and experience.
4. Results in more permanent learning because of high degree of
student participation.

17. Disadvantages
 Require highly skilled instructor
 Requires preparation by student
 Limits content
 Consumes time
 Restricts size of groups