Using Discussion in the Learning Process Amy Heck Sheehan, Pharm'D' Associate Professor, Purdue Univ

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Using Discussion in the Learning Process
Amy Heck Sheehan, Pharm.D.Associate Professor,
Purdue UniversityOctober 22nd, 2008
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OBJECTIVES

• Understand the importance of discussion as a
  learning approach
• List the strengths and weaknesses of using
  discussion as a teaching method
• Describe important considerations in preparing
  and conducting small group discussions
• Evaluate the use of discussion in a small group
  exercise
• List a variety of methods to employ small group
  discussion within a lecture

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Why Use Discussion?

• Concentration during lectures declines after 10
  to 15 minutes
• Students learn best by doing
• Makes class more interesting
• Establishes rapport among students teacher

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Strengths of Discussion

• Provides immediate feedback about student
  learning
• Helps attain higher order cognitive objectives
• Students actively participate in learning
• Develops motivation for further learning

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Weaknesses of Discussion

• Difficult to get participation
• Not suited for covering large amounts of
  information
• More time consuming than lecture
• Requires more forethought than lecture
• Instructor has less control

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When Discussion May Not Work

• Extremely large class size
• Highly technical information
• Large body of information
• Classroom environment not conducive
• No rapport between professor and students
• Students uncomfortable expressing opinions

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Types of Classroom Discussion

• QA Session Instructor asks question and the
  students answer
• Open Discussion Instructor asks question and
  students discuss among themselves
• Organized Small Groups Students divided into
  groups and each group is given a topic and time
  limit

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Designing the Activity

• Use random selection to assign groups
• Assign 6 to 12 students to each group
• Change the group composition each time
• Appropriate accommodations
• Set ground rules for discussion
• Define the exact goal and set a time limit

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Participation

• Create the expectation of participation
• Assign group roles (group leader, recorder,
  reporter, etc)
• Clarify how participation will influence grade
• Give students discussion topic in advance
• Give students time to warm up

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Acting as a Group Facilitator

• - Be prepared!
• Allow for pauses and silence (count to 10)
• Avoid the urge to lecture (count to 10)
• Keep discussion focused on basic question
• Involve all students in discussion (call them my
  name)

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Acting as a Group Facilitator

• Show enthusiasm
• Observe group dynamics
• Keep track of time
• Test group consensus
• Provide a summary at the end

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Questioning Strategies

• Start with easier factual questions
• Use open-ended questions
• Avoid calling on the same person
• Acknowledge contributions (even
  if it is wrong)
• Eye contact

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Questioning Strategies

• If students dont reply.
• Rephrase question
• Provide an example or scenario, then ask again
• Ask commitment question
• Have students write down answer, then share it
• Ask for clarification request examples
• Pause and give time for students to reflect

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Questioning Strategies

• If there is a discussion monopolizer.
• Redirect questioning to another student
• Assign as a discussion observer
• Assign as the group reporter or recorder
• Audiotape the discussion
• Talk to the individual outside of class

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Using Discussion in Lecture

• Thumbs up/Thumbs down
• Formative Quizzes
• Think-Pair-Share
• Turn to your Partner during lecture
• Buzz Groups
• Role-Playing to illustrate a concept
• Pairs Develop an Outline of Lecture

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References

• McKeachie WJ. Facilitating discussion posing
  problems, listening, and questioning. In
  McKeachies Teaching Tips Strategies, Research,
  and Theory for College and University Teachers.
  11th Ed. Boston, MA Houghton Mifflin Company
  2001.
• Developing the Teaching Instinct. The Educational
  Development Unit. Scottish Council for
  Postgraduate Medical Education. Available at
  http//www.nes.scot.nhs.uk/Courses/ti/ti_index.htm
  
• Accessed October 22, 2008.
• Jaques D. Teaching small groups. BMJ
  2003326492-494.
• Purdue University Center for Instructional
  Excellence. Available at http//www.cie.purdue.ed
  u/ Accessed October 22, 2008.