Attend any discussion at NSU and analyze it in terms of the TSSFFAP “good discussion” suggestions. To what extent did the discussion reflect the TSSFFAP “Keys to a Good Discusssion” standards? What kind of things did the teacher do to make sure that students paid attention, enjoyed the discussion, and learned something from it? What did you think went particularly well? What would you have done differently?
This one is perfect for me as I have already spent two days doing my junior field experience and have witnessed an effective classroom discussion. The discussion was based on 4 historical figures: Lafayette, Jones, Clark, Marion. Students had to discuss with their partners what made them similar and different. This allowed students to share their different interpretations of each person. For example, Marion was a militia leader and never fought in any major battles like the others. Lafayette was french unlike the others. Jones was a naval officer and never fought on land. Similarities included things like how they all fought against Britain. Students were then asked what they came up with and the teacher repeated their answer allowed. This is a fantastic example of an effective discussion.
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DeleteI also am reflecting on a Junior Field class that discussion was used. My cooperating teacher did use an effective hook that put the students in the shoes of the people that they were going to be hearing about, Hobos. Some of the other big keys to discussion got lost though. Firstly, not everybody was part of the discussion. It is hard to get 34 kids to speak up especially when they tend to be poorer students in the first place. Small groups were used, but due to a lack of time and cooperation by the students they weren't used for very long. The teacher did positively reinforce answers fairly consistently. Some were just flat out wrong, but he did a good job of not totally shutting down their answers. I have not been able to see a test yet, so I am not sure if the test questions reflect what was discussed or not. Finally, I felt like the right questions were there but lack of participation sometimes made them seem less than good.
ReplyDeleteI have a discussion class this semester, my first one that promotes itself as discussion, although I’d say more guided response I take Judicial Politics with Dr. Blanchard, a fascinating class, and definitely the class I have the most opportunity to express my ideas on the material. Our discussions mostly center on court cases and specific details. When we start trying to climb into the heads of the Justices and what they think, is when the real fun begins. Dr. Blanchard sets a foundation with 15 minutes of lecture then asks a series of questions the class is welcome to attempt to answer. Throw in the occasional 5 minute explanation/clarification of a student’s point, secondary prompt, and we’re off again. We have great discussions ON topic, one day I don’t want to interpret facts in a case. I just want to projectile vomit my opinions (loosely based on facts) all over everyone. It’s so frustrating to me to have soooo much to say, but never have the right platform or audience…you lead discussions too well Dr. Blanchard, curse you.
ReplyDeleteI did not make it to a live discussion, but I watched one on the internet of a teacher having his whole class to summarize and discuss Romeo and Juliet onto a one page worksheet. He asked many question and let different students voice their opinions. Also, once they said the correct answer, he repeated it to the class. The teacher provided an outline of the questions for each act and they said how they interpreted it. Also, the teacher reinforces everyone's answers positively and enthusiastic. The teacher did a good job according to the chapter in that his discussion had a clear purpose, logical structure and kept students' minds engaged.
ReplyDeleteI have not been able to go to a live discussion at NSU this semester but I can reflect on last semester when I was in my Junior Field and our class was a discussion class. In our class we would read a chapter from a book that the teacher assigned and then come to class and discuss what we liked, disliked, or found interesting. It had a very clear purpose, to discuss what we wanted more information on and address issues from the book that we disagreed with in terms of teaching philosophy of the author. There was a little structure to the discussion by way of a study guide to jot down ideas or concerns as we read the chapter and would go through them with the class during the discussion. We had a very small class during my Junior Field (only three candidates) so it made us all be more engaged in what we were doing.
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