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S U B M I T T E D B Y : K E N N E T H B . K I E R U L F A N D

M ON ES SA B AL E

B M L S - 3 B

S U B M I T T E D T O : M R S . M A R I E G L E N G . G E R O N A N

P S T H E P R O F E S S O R

A REPORT ON

DISCUSSION

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Objectives:

y At the end of the Report we shall:

Identify the meaning of Discussion.

Know and understand the keys, as well as thecommon and general types of Discussions.

Simplify the model of Discussions.

Conclude the discussion topic as well as learn theadvantage and disadvantage of the technique.

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DISCUSSION

y an act or instance of discussing; consideration orexamination by

argument, comment, etc., especially to explore solutions;informal debate.

y

A large part of the process is the creation of a non-threatening, interactive learning environment that allowsfor the free exchange of ideas.

y An important element is the use of inquiry questioning tostimulate discussion and bring the forum to the highestlevels.

y Discussion is central to active student learning in manycourses. Nevertheless, facilitating a good discussionremains a challenge, even for experienced faculty.

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Certain things that should be considered inthe preparation for a group discussionnamely:

y The selection of the subject or the problem to bediscussed

y The phrasing of the subject or the problemy Material finding

y Organizing the discussion

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KEYS TO A SUCCSSESFUL DISCUSSION:

y Preparations of the Instructor

y Planning of the student

y articulation of course expectation

y Comprehension of assigned reading by student

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GENERAL TYPES OF DISCUSSIONS:

y TASK ORIENTED

-directive - In a directive discussion, the leader takes a verystrong role in moving the group toward a goal, overcomingobstacles and disagreements, keeping to a schedule, coming toa "right conclusion."

-non-directive - In a non-directive discussion, he or shefacilitates a group to approach the issue more independentlyand arrive at its own conclusions.

y Group-oriented-the group is largely concerned with itself and its owndynamic, in contrast to the discussion of a specific theme.

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COMMON TYPES OF DISCUSSION:

y Committeeorconferencemeeting - TheCommittee or Conference meeting is usually done inrelax and informal atmosphere. There are only

limited persons in the discussion (maybe about tento fifteen persons) and done without any audience.In the field of business and industry, the Committeeor Conference meeting is usually done by different

establishments as a way of issuing information,exchanging ideas, employee training as well as informulating policies.

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y Thepaneldiscussion - The Panel discussion is usuallydone with three to six persons sat around a table or a semi-circleform. There is usual presence of audience in this type of discussion.There is a leader that conducts the discussion usually located in themiddle of the group.

y Thesymposium - In the Symposium type of discussion,

each of the participants is assigned to deliver a speech that dealswith an aspect of the problem. The symposium starts with themoderator giving an opening remark about the problem that isgoing to be discussed. He or she may then introduce the speakerto talk with their points pertaining to the problem. The audience

can ask question to the speaker after the speech delivery but it isrecommended that the question to be asked is for inquiry ratherthan to serve as a type of opposition.

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y Lectureforum - The Lecture-Forum discussionallows an experts lecturer to deliver a talk or aspeech to the audience. After the speech isdelivered, the audience can participate through anopen forum. Because of its formality, the timelimits should be observed by the moderator.

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DISCUSSION AS TEACHINGSTRATEGIES:

y KINDS:

Reciprocal teaching

Reciprocal questioning

Problem- or project-based learning

Tutoring or debating/discussion

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y Discussion is characterized as a structuredconversation among participants who present,examine, compare and understand similar anddiverse ideas about an issue. [According to Larson(1997), Wileen & White (1991)]

y Discussionis an effective way to promotehigher-level thinking, develop student attitudes,and advance student capability for moralquestioning. In short, discussion providesopportunities for student thoughtfulness aboutinformation received in class (Newman, 1988)

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Discussion: Why is it useful? Because

y Many experts from different fields find it powerful aswell as useful in teaching.

y It is interactive, giving the learner a greater chance ofenhancing intellectual capabilities.

y encourages the student to think intelligently and

thoroughly about what s/he is learning.

y Building upon the students knowledge in a structuredmanner.

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ModelofclassroomdiscussionderivedfromBridges (1979), which emphasizesthefollowing:

y Morethanonepointofview beingputforward

y Participants beingresponsivetodifferentpoints

ofview

y Participants being willing to understand or beingaffected by opinions other than their own

y Participantsarefeelinganobligationtoofferopinionsandtoexaminethe opinionsofothers

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yAdvantage:

expect a plethora of interesting feedback from all

involved. can lead to exciting, meaningful learning on the part

of the students, and possibly even the teacher.

y

Disadvantage:

which includes lecturing or questioning

ADVANTAGE AND DISADVANTAGE

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CONCLUSION:

y Discussion

y provides the opportunity for learning in innovative,creative, and interesting ways for both the teacher

and the students.y It is divergences from the norm, which can help

students learn more than what they usually, arecapable of by drawing their interests.

y advantages and disadvantages, as was justaddressed.

y exponentially increasing their success as individuals.

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