Here are the answers: 1. T 2. F 3. T 4. F 5. T Seating patterns: 1. U-shape seating 2. Circle seating Roles of a teacher: 1. Express own opinions 2. Encourage all students that all answers and opinions are valued 3. Provide them the material to be used

1. Discussion Method
Rivera, Roland Audrey M.
III-9 BSE Biology

2. Coin Relay

3. Materials:

4. Procedure: 1.Form 2 groups with 5
members.
2.5 centavo coin must
be pass using
toothpick inside the
mouth up to the last
member of the group.
3.The first group to
finish the activity will
be the winner.

5. Discussion Method
To engage in an orderly verbal
interchange and to express thoughts on
a particular subject

6. Goals of conducting
discussion.
 Help students
increase their
confidence on
sharing their
own ideas

7. Help students become
more mature, self-
guided, and
interdependent
individual
 Able to live and
work with others in a
cooperative,
productive and
responsible way

8. Types of Discussion:
one student or team of
two gives report on a
topic followed by
questions and
discussions by the entire
class.
 Report

9. finding good idea
to a certain
situation. The one
who had the best
solution is called
the brain child
 Brainstorming

10. formal speeches made
by two opposing
teams
 Debate

11. class simulates
a courtroom as
a judge,
attorney, jury
members,
recorders and
others
 Jury trial

12. consist of facilitator,
material manager,
recorder and reporter.
Roles may be
changed but not
frequently
 Group
discussion

13. The Boy who
Cried Wolf

14. 1. What did the shepherd boy do?
2. Why are villagers angry with the boy?
3. Based from the story how will you apply the
lesson you have learned?
4. How does the boy improve his trick when he
does it a second time?
5. At the end of the story, the boy has lost the trust
of the townspeople. How can the boy solve this
problem and gain the trust of the townspeople
again?
6. Why do the villagers not believe the boy the
third time he “cries wolf”?

15. Questions that
develop higher-
level thinking
process in a
discussion

16.  Knowledge question
recalling of specific information’s such as
terms and facts
What did the shepherd boy do?
 Comprehension question
describe main ideas in their own words
Why are villagers angry with the boy?

17.  Application question
application of what have they learn
Based from the story how will you apply the
lesson you have learned?
 Analysis questions
describe patterns, cause and effect,
comparison and contrast
How does the boy improve his trick when he
does it a second time?

18.  Synthesis question
contribution of new idea
At the end of the story, the boy has
lost the trust of the townspeople.
How can the boy solve this problem
and gain the trust of the
townspeople again?

19.  Evaluation question
opinions and judgement
Why do the villagers not believe the boy the third
time he “cries wolf”?

20. Tips in Conducting
Discussion:
 Appropriate use of physical space
 U-shape seating
 Circle seating

21. Emotional
distance
Authority

22. Role of teachers
Express own opinions
Encourage all students that all
answers and opinions are
valued
Value silence/wait time, the
resulting discussion may be
much more creative and
productive
Provide them the material to be
used

23. Establish rules
Tell the students that they must not talk or
contribute idea until they have been
recognize
Let the students respond to one another’s
idea and let them support their own answers
If students hesitate, provide them with cues
without providing the answer
Simplify/rephrase the question if they find it
difficult
Attend to all students avoid favouritism

24. Support the ideas of the students
Responding to Students answer-praise the
students
Responding to Students opinion-seek
clarification, ask them to support their
answer
Responding to Student’s
incorrect/incomplete answers-give cues to
help them. Tell them that their answer
might be correct for other questions

26. In a one whole sheet of
paper write an essay about
proper way of conducting
a classroom discussion.
Addressing to incoming
teachers.

27. References:
• Arends, R.I. (1997). Classroom Instruction and Management.
U.S.A. McGraw-Hill Companies. Pages 199-221
• Calderon, J.F. (1998). Principles and Practices of teaching.
Quezon City, Philippines. Echanis Press. Pages 205-210
• Eby, J.W. and Kujawa E. Reflective planning, teaching and
evaluation:k-12. (1994). New Jersey, U.S.A. Prentice Hall.
Pages 190-203
• Gunter, M.A. et.al. (1995). Instructio: a models approach. 2nd
edition. A Simon and Schuster Company. Pages 174-193, 200
• Kellough, R.D. et.al. (1993). Middle School TeachingMethods
and Resources. New York, U.S.A. Macmillan Publishing
Company. Pages 197-203

28. Write T if the statement is
True and F if the statement
is False.

29. 1.Discussion is the most common to middle
school teacher.
2.Discussion helps students to grow
physically
3.Reporting is a type of discussion
4.Group discussion can be classified into two
5.Bloom’s developed the process of
questioning to develop higher level of
thinking

30. Enumeration:
Give 2 seating patterns in
appropriate use of space
Give 3 roles of a teacher in a
discussion