this is teacher training course for teaching method

1. DISCUSSION METHOD

2. • Introduction ------------------------------------------------------------------------- 133
Objectives ----------------------------------------------------------------------------------134
• Classroom Discussion ---------------------------------------------------------------------- 135
• Planning the Discussion -------------------------------------------------------------------- 149
• Organizing the Discussion ----------------------------------------------------------------- 154
• Practicing in Asking Questions ----------------------------------------------------------- 159
• Practicing in Answering Questions ------------------------------------------------------ 164
• Assessing the Discussion ------------------------------------------------------------------
• Guidelines for Maximum Utilization ---------------------------------------------------- 168
• Exercise --------------------------------------------------------------------------------------- 170
• Self Assessment Questions ---------------------------------------------------------------- 170
• References ------------------------------------------------------------------------------------ 171

3. • INTRODUCTION
• Most of the time human beings are in one way or other interacting with each other.
• They are discussing on different ideas.
• Discussion is simply exchange of ideas and opinions.
• In classroom settings, teachers use different teaching methodologies. Discussion
method is of great worth.
• What teachers are doing when they engage in classroom discussion is quite
different from what is typically considered discussion.
• The modern theoretical and pedagogical developments in instruction have fostered
effective classroom discussion a crucial teaching skill.
• The purpose of classroom discussion is to enable the teacher to pull the content
dictated by the curriculum out of the class by imposing a limited discussion like
format.

4. • OBJECTIVES
• After studying the unit, it is hoped that you will be able to:
• Explain the structure of classroom discussion.
• Discuss characteristics and different types of classroom discussion.
• Understand the procedure of planning an effective classroom discussion.
• Develop rules to organize classroom discussion.
• Discuss rationale and different types of questions in classroom discussion.
• Evaluate the tips for asking and answering questions during classroom
discussion.
• Identify advantages and disadvantages of discussion method.
• Specify the rules for improvement of classroom discussion.

5. • 1. CLASSROOM 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
and Keiper, 2000).

6. • These functions are related to the completion of a given discussion topic. Students usually act in
the following manners:
• Information and opinion giver: Offers facts, opinions, ideas, suggestions, and relevant
information to help group discussion.
• Information and opinion seeker: Asks for facts, opinions, ideas, suggestions, and relevant
information to help group discussion.
• Starter: Proposes goals and tasks to initiate action within the group.
• Direction giver: Develops plans on how to proceed and focuses attention on the task to be done.
• Summarizer: Pulls together related ideas or suggestions and restates and summarizes main
point discussed.
• Coordinator: Shows relationships among various ideas by pulling them together and harmonizes
activities of various subgroups and members.
• Diagnoser: Figures out sources of difficulties the group has in working effectively and the blocks
to progress in accomplishing the group’s goals.
• Energizer: Stimulates a higher quality of work from the group.
• Reality tester: Examines the practicality and workability of ideas, evaluates alternative solutions,
and applies them to real situations to see how they will work.
• Evaluator: Compares group decisions and accomplishments

7. •1.1.2 Social Functions
•These functions are related to the interpersonal and intrapersonal communication,
negotiation and socialization process. These tasks are done in the following manner:
1. Encourager of participation: Warmly encourages everyone to participate, gives
recognition for contributions, demonstrates acceptance and openness to ideas of others, is
friendly and responsive to group members.
2. Harmonizer and compromiser: Persuades members to analyze constructively their
differences in opinion, searches for common elements in conflicts, and tries to reconcile
differences.
3. Tension reliever: Eases tensions and increases the enjoyment of group members by
joking, suggesting breaks, and proposing fun approaches to group work.
4. Communication helper: Shows good communication skills and makes sure that each
member understands what other members are saying.
5. Evaluator of emotional climate: Asks members how they feel about the way in which the
group is working and how they feel about each other, and shares own feelings about
both.

8. 1. Process observer: Watches the process by which the group is working and uses
the observations to help examine group effectiveness.
2. Standard setter: Expresses group standards and goals to make members aware of
the direction of the work and the progress being made toward the goal, and to get
open acceptance of the groups' norms and procedures.
3. Active listener: Listens and serves as an interested audience for other members,
is receptive to others’ ideas, and goes along with the group when not in
disagreement.
4. Trust builder: Accepts and supports openness of other group members, which
reinforces risk taking and encourages individuality.
• Interpersonal problem solver: Promotes open discussion of conflicts between
group members in order to resolve conflicts and increase

9. •1.3 Types of Classroom Discussion
•There are different types of classroom discussion which can be effectively used
by the teacher. Kinne (2000) has suggested the following types of classroom
discussion:
•1.3.1 Small Groups
•Small groups have fewer than 20 members, making it easier for people to
actively participate.
•They meet as small gatherings or as break-outs of large meetings and offer
many opportunities for creative, flexible interchange of ideas and lively,
meaningful participation.
•Small group discussion in usually preferred for classroom discussion. Size will
depend on time and the sensitivity or complexity of the subject. In most cases
each group selects a reporter to summarize its discussion. Haugen (1998) has
given some suggestions for small group discussion:

10. 1.3.2 Buzz Groups
• In buzz group every member of a larger group is directly involved in a discussion
process.
• Participants discuss in pairs for a limited period.
• This method is especially effective for articulating ideas in preparation for a
general discussion or to give expression to personal response to a film,
presentation, or experience. After talking in pairs, couples might be asked to
combine in groups of four and compare their opinions.
• (Lesmeister, 2011).

11. •ADVANTAGES AND DISADVANTAGES OF DISCUSSION METHOD
•Jones et al (1994) has given the following advantages and disadvantages of discussion
method: Advantages:
1. The information acquired through discussion method is meaningful and helps students to
develop critical thinking and problem solving skills.
2. Discussion technique leads students towards attitudinal change through selfawareness.
3. Discussion technique can help the student to develop a positive self-concept.
4. During discussion, student maintains high degree of mental alertness. Thus,
•discussion puts positive effect upon students’ mental activity. This alertness is one reason
why discussion is often praised as being a motivator.
1. Discussion gives the teacher information about the student which can help in a better
understanding of students, individually and collectively.
2. If teacher is carefully observing the discussion session, it can provide him information
about the social, psychological, emotional, and skill development of the student.

12. • Disadvantages:
• Discussion requires much time. That’s why this technique is usually timeconsuming.
• Discussion often becomes a confused, meaningless activity because of some boring topics or
lack of students’ interests.
• In discussion, some students may never participate while a few may tend to dominate.
• Long and/or frequent periods of silence can occur in a discussion. Such silence often leads the
teacher to take over the class in pursuit of the topic.
• During discussion, there is always a risk of controversial ideas which disturbs the purpose of
discussion.
• Teachers often become irritated because discussion may fail to lead to a suitable conclusion or a
desirable conclusion.
• Students usually don’t have sufficient informational background about the topic or maturity to
contribute to a meaningful discussion.
• Finally, there is the problem of evaluation. Teacher always face problem to device measures to
accurately measure the contribution of students during discussion.
•
•

13. • . GUIDELINES FOR MAXIMUM UTILIZATION
• Jones et al (1994) has given some suggestions for classroom teachers to improve
classroom discussion:
• There should be an atmosphere of acceptance between teacher-student and
studentstudent relationship. Students must feel free from threat in order to speak
openly.
• The teacher must be fully familiar with the discussion topic. So preparation of
teacher is necessary.
• Preparation of students is also important for higher level of participation. In this
regard, the teacher must plan sufficient learning activities prior to the discussion and
encourage students to participate.
• Discussion should be used when learning objectives are considered worth the extra
time required. Generally, the objectives appropriate to the discussion process would
involve higher- level cognitive, affective, and skill learning related to discussion.
• The topics for discussion should be properly stated.

14. • Teacher should introduce the discussion topic by writing it on the board.
• When introducing the topic, teacher should take time to clarify terms, establish the
relevance of the topic, and create a sense of psychological safety in the classroom.
• Variety of discussion types may be employed i.e. panels, forums, debates, or buzzs
essions.
• When discussion is in progress, the teacher plays his role as moderator by clarifying
concepts, making tentative summaries, stating conclusions, and keeping the discussion
on track. Teacher should realize his role with responsibility.
• Dominance of the overly eager students may be handled by discouraging them
privately.
• When discussion is over, a summary of the discussion by the teacher is desirable, but it
is better if it is presented by students.
• Follow-up activities should be planned to enhance students’ learning.
• Metts (2011) and Green (2000) have also given the following suggestions to facilitate
effective classroom discussion:

15. • Teacher should use words with the vocabulary range of the students.
• After asking a question there should be wait time. Five seconds pause gives students to think over the question
and suitable answers.
• Teacher should not answer his own question. Once students realize that the teacher will answer his or her own
questions, they don’t take interest.
• Question should be given to the whole class first. If teacher decides to call on a specific student, he should say
the student's name, repeat the question, and then wait for the response.
• Strategies should be developed to handle the over-enthusiastic student and the quiet student.
• Lengthy responses and fully developed answers should be encouraged.
• Teacher should not interrupt a student who is answering a question and other students should also be stopped
to interrupt.
• Teacher should make the class responsible for their discussion. Teacher should facilitate, not dictate the
discussion.
• Encourage students to comment on the responses of classmates before summarizing or moving to another
question.
• Care must be taken to repeat an answer.
• When a student asks a good question, turn it back to the class to answer. If the class answers the question,
then let the answer stand and move on.
• Students’ non-verbal signals should also be attended.
• Teacher should know his own nonverbal behavior when students are asking or answering questions.