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Discussions that work

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Juan Ramos

This document discusses how to structure effective group discussions. It recommends that teachers clearly define the purpose and topic of discussions to focus the conversation. Teachers should also establish ground rules, provide supplementary materials, and highlight key points. When assigning tasks, teachers should ensure they involve logical thinking processes like analysis or synthesis and have a clear outcome. Tasks should be simple, preparation should be minimal, and they must facilitate interaction. Activities like role plays, dialogues and debates can make discussions more interesting.

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DISCUSSIONS THAT WORKPresented by Colin Pring
Givingthediscussion a purpose: thetaskGroup work is one pedagogical strategy that promotes participation and interaction. It fosters a deeper and more active learning process, and it also provides instructors with valuable demonstrations of the degree to which students understand particular topics or concepts.2
Whenthegroupisgiven a tasktoperformthrough verbal interaction, allspeechbecomespurposeful, and interesting.Therefore, teachersshouldbeclear in whatisthepurpose and whatisthetopic of thepresentationtheyhaveto do.3
Establish clear ground rules for discussion. Provide electronic supplementary course/discussion materials. Give clear descriptions of visual materials. Paraphrase questions and answers and highlight key points throughout discussions. Create options for electronic discussions. Tipstomanagethediscussions4
TheoreticalFactorsfortasksTHOUGHTLanguage use impliesthought. Thekinds of thinkinginvolved can bedescribed in terms of logicalrelationships and processes.3/5/2011THINKING5
Some of them are:GENERALIZATION EXEMPLIFICATION ANALYSIS SYNTHESISEVALUATION CONTRASTANALOGY COMPARISONPRIORITY CAUSEREASONPURPOSERESULTINFERENCE IMPLICATIONINTERPRETATION SUMMARY AMPLIFICATIONALTERNATIVITY6
7RESULTEachtaskconsists of a thinkingprocess and itsoutcome in theform of a tangible result.<First, itfocuses and defines whatthe speaker has to do.<Secondly, itprovides a clearsignalthatthespeakers has finished.< Thirdly, itprovides a basisforfeedback.TICK OFF
8LANGUAGE-PRACTICE EFFICIENCYTeachershavetobecareful in thetype of speechthey set. Itisimportanttocheckthestimulusfortalking. Also, the time use tospeakmustbe control fortheteacher in ordernottobeexcesstheparticipation of otherstudentswhenworking in groups.USE OF LANGUAGE
SIMPLICITYThesimplerthetask, the more chance it has of sucess. Themainpointisthatthe final aimshouldbesufficiently simple tobecleartoparticipants at allstages.9
PREPARATIONThetaskshouldbe simple fromtheteacher卒spoint of view as wellas itshouldbe simple to prepare. Time consumingkillsinspiration and effectiveness in preparingspeech as studentshavetotype, duplicate, correct and finallythepresentationcouldbetoolongthatitisnotfinishedorally.10
INTERACTIONItmightbe superfluos tosaythatthetaskmustentailinteraction, yetitisveryeasyto set a taskthatfulfilsalltheotherconditions and notthepreviousmentioned.11
Tosaythat a language-learningactivityshouldbeinterestingis, again, statingtheobvious. Studentmotivation and performance are dependentto a largeextentontheinterest and enjoymentgeneratedbytheactivity.3/5/201112INTEREST
TYPES OF ACTIVITIES THAT WORKROLE PLAYMONOLOGUEDIALOGUEDEBATEPPTSTORY TELLING13
3/5/2011Free template from www.brainybetty.com14

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Discussions that work