You are here Show Class discussions can be utilized in seminar and lecture courses, and their variety allows instructors to fit particular strategies to class needs.
This flexibility stems largely from grounding in Vygotskyian social learning theory, which emphasizes knowledge and conceptual gain through peer-to-peer dialogue. Vygotsky understood peers to coexist in the “zone of proximal development,” where knowledge could be shared and misconceptions clarified through dialogue (Vygotsky, 1962). Moreover, this kind of semi-public dialogue can also facilitate better oral / speaking skills and human reasoning (Hollander, 2002). When an
instructor effectively facilitates rich discussion in class, their students are more apt to build upon the existing knowledge frameworks they continue to develop, and achieve better learning outcomes. One study suggests that students prefer the intimacy of small group discussion over whole-group discussion (Fox-Cardamone et. al, 2002);
instructors should consider group work and other activities that integrate both practices, and evaluate the preferences and needs of their specific classes. ExamplesClass discussions can take on a variety of forms:
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The downloads section (bottom) features a printable handout version of this web page. Additional ResourcesDiscussions, Carnegie Mellon Eberly Center Small Groups and Discussions, from Stanford Teaching Commons. Leading Discussions, from Harvard’s Bok Center for Teaching and Learning Fostering a Culture of Valuing Different Ways of Thinking, Harvard, Instructional Moves ReferencesFox-Cardamone, L, and Rue, S. (2002). Students’ Responses to Active-Learning Strategies: An Examination of Small-Group and Whole-Group Discussion. Research for Educational Reform 8 (3): 3-15. Hollander, J. (2002). Learning to Discuss: Strategies for Improving the Quality of Class Discussion. Teaching Sociology 30 (3): 317-327. Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press. (Original work published in 1934). DownloadsHandout featuring theory and practice for facilitating effective classroom discussion. In what method of synthesizing students should talk with their partners?In ADD Method, during Discussion students should talk with their partners about what they learned and know on the topic. A synthesis can form a new understanding, something a reader has not considered before until reading the text.
What method of synthesizing students think about what they already know about the topic?The REST Method
S – synthesize by combining notes with what you already know about the topic. T – think about your new ideas and connect them to what you already know.
What is the best reason why synthesizing information is important because?Synthesizing information is the way that students can take information from multiple sources and bring the information together. When these sources are combined together, it creates one cohesive idea. This is typically how students learn new ideas, theories and information in class.
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