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?
The discussion that I went to was very well organized. The instructor gave the discussion a clear purpose, logical structure,and the instructor kept students' minds engaged. The instructor did this by explaining at the beginning of the discussion what the topic was going to be. Students were then split up into groups to read a document and then give their own group opinions on the document. This made sure that all of the students were engaged because each group had to provide their opinions in class. I thought that the group theme really worked well. For that particular discussion I wouldn't have done anything differently.
ReplyDeleteI attended a discussion on human relations and stereotypes on campus. The students were broke into groups with the use of a deck of playing cards. Ace,King, Queen and etc. determined what group you were in. I think this was a great tool in dividing the class, a luck of the draw sort of way. Each group was given a topic and they had to respond with a thesis and three points to talk about with the other groups. It seemed that they all were participating in the process and were working together to complete the assignment. I could see myself using this tool in my future classroom.
ReplyDeleteI attended a lecture on campus that was very well put together. The instructor stated objectives and gave us a clear purpose. Minds were engaged, and the logical structure was displayed. Students split up into pods and performed their appointed tasks. Students had to assume the position and tape for an ankle injury. Each group saw a pre-taping video of the ankle, and we had to replicate the correct taping patterns on our partners feet. She gave pointers on how to better accommodate for such injuries. The hands on activity helped us to see how to properly tape an ankle. This discussion went well, and it applied itself well to the certain scenario.
ReplyDeleteI attended a discussion based class on campus and thought that it went well over all. The professor has them read and do a "readers forum" type response and come up with a couple discussion questions relevent to the reading material. During class the students broke up into smaller groups which they chose. In that class I thought it worked well because you could tell that the students were comfortable talking in the groups that they picked and nobody felt like they were left out or didn't belong. The major problem I saw was that they easily got off topic talking about weekend plans or something else going on in their life, however for the most part all the students stayed on topic. After the small group discussions they came back together and discussed the one question the group picked to be their discussion question with the entire class. The discussion was facilitated by the professor but with little inerjection unless it was to correct somebody on something major or to direct conversation in the right direction to answer the question from the reading material. Overall I thought it was very good and the students payed attetion because they know that the material and discussion questions usually play a significant role in the test, so not paying attention only puts them at a disadvantage in the long run. From the professors perspective I wouldn't change anything about how the discussion was run.
ReplyDeleteThe discussion I attended aligned with the keys to an effective discussion pretty well. It had a clear purpose that the professor stated before the discussion started. The structure seemed logical and organized as the professor continued to ask more questions as the previous ones were answered. It definitely kept us engaged as everyone was participating and saying more than a sentence. If I would have done it, I would have written stuff on the board, as mentioned in the book, to keep a running tally of the different points made throughout class.
ReplyDelete