Small group and Discussion based learning have their differences and similarities. Small group teaching methods relates mainly to cooperative learning, which is, when small groups of students collaborate together to reach a common goal, though the students are working together, each individual student is responsible for knowing the material being discussed (Nattiv, 1994). Discussion based methods do not always include small groups, the “Whole-group classroom discussions about solutions allow teachers to promote reasoning that moves students beyond merely noticing mathematical ideas toward developing a well-connected knowledge of concepts” (Cengiz, 2013, p. 450). Discussion based methods require participation from an entire classroom. Small group and discussion based learning is important to incorporate into teaching styles because it promotes reasoning and requires students to interact with other students, better improving social skills along with investigating solutions and strategies to provide deeper and critical understanding of the material at hand (Cengiz, 2013). It has been stated that students maintain a better understanding of the information and that the students hold and retain the information longer (Martine, 2003). A method of discussion-based learning is called whole-group classroom discussion. This method requires students to analyze and describe their very own strategies they use. It also allows a student to understand whether a solution suits the problem and is logical. Whole-group discussions allow teachers to point out alternative solution methods for one problem and that allows the student to analyze and understand more than one mathematical solution. It also allows a student to identify and understand differences and similarities in solutions (Cengiz, 2013). An example of whole-group classroom discussion from Nesrin Cengiz (2013) article is as
I absorbed many teaching strategies and classroom management skills while observing Mr. Fauth interact with his students. One instructional strategy Mr. Fauth does well and often in his class is modeling. One way he does this is through his modeling of critical thinking skills. I have observed his students become more critical about the sources they read and are always encouraged to ask questions. Another strategy that is used often in Mr. Fauth’s classroom is reciprocal teaching. Classroom discussion is a large part of the class and Mr. Fauth creates an atmosphere in which the students feel comfortable about sharing their ideas,
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Before conducting the whole class discussion students were given time to look over the reading and guided questions to refresh their memory on the text. In addition Ariela asked the students to pick out two pieces of information that stand out to them in the text. Using the two pieces of information they picked out student will explain why it is significant to them. The students had about fifteen minutes to look over the text and gather information for the whole class discussion. After the fifteen minutes was over the whole class discussion began. Ariela created a protocol to allow all students to participate. Going around the classroom each student read the piece of information they choose. After every student gave their speech they began the whole class
Students will be divided into 4 groups and will sit at their dry erase board tables. Teacher will ask them to reflect on a couple questions. They will first debate it within their group ( using a marker to write down their points of necessary), then share their thoughts with the whole class.
Overall I do agree with Freire that students should have a hand in the discussion to help them learn to think more critically about what they are learning. I think every teacher or professor should try and incorporate the problem-posing model in their classrooms. But, the problem-posing model will not always work for every subject. All students should be able to think critically about what they are learning, express their opinions, concerns, and thoughts especially in the
However, research has shown that specific training of teachers is effective in increasing confidence and competence in addressing controversial issues within the classroom. (Gilligan, Handley & Lynagh, 2010). Often times, to help students think critically about issues, teachers will establish a discussion amongst the students. They will do this by simply stating the facts about an issue and leaving the students to analyze and deconstruct it. In these discussions, teachers will create an environment in which students will be open to multiple perspectives and everyone will get the chance to argue their point respectfully (Warren, 2000). Through this strategy, students will develop critical thinking skills, as they will be able to hear their classmates’ perspectives, as well as being able to express their own in a safe school environment. In order to develop critical thinking skills, pupils must be able to objectively analyze all sides of an issue in order to form a judgement (Gilligan, Handley & Lynagh, 2010). From hearing their classmates’ perspectives, students will learn to build their own conclusions by analyzing all the various viewpoints of an
Classroom management plays an important role in effective teaching by providing a desirable environment which promotes better learning and student growth. The most important effect that classroom management has on student behavior is that it promotes better learning because students can better focus when their environment is free from distraction and conflict. When a teacher provides a well-organized and controlled environment, student’s academics interest and performance increase while behavioral issues decreased (Pope, 2010). One classroom management technique I plan to use in my future classroom setting will include the use of cooperative learning. According to Maher (2010), cooperation learning leads to higher group and individual achievement, higher-quality reasoning strategies, more frequent transfer of these from the group to individual members, greater metacognitive skills, and more new ideas and problem-solving. Students will be assigned heterogeneous groups with a mixture of high achievers with low achievers. Groups will also be created to ensure diversity between gender and ethnicity.
In this essay, I will discuss cooperative learning as an instructional strategy. I chose to focus on cooperative learning after reading Borich’s discussion on the many ways in which in benefits students and their learning. According the Borich (2006), cooperative learning helps students to form their personal attitudes and values, increase prosocial behavior, teaches students to view the world from alternative perspectives, allows students to develop an integrated identity, and encourages higher order thinking.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Online education can help encourage people to become independent, self-direct themselves, and socially communicate while not relying heavily upon the teacher for everything. This is achieved by maintaining a balance between the individual work, class discussions and group projects, and by skillful facilitation of course discussions with the professor that helps lead students to self-learning and participating in teamwork from other colleagues. Rovai stated, “Johnson and Johnson (1994) identified five essential components of small-group collaborative learning: (a) clear, positive independence among students; (b) regular group self-evaluation; (c) interpersonal behaviors that promote each member’s learning and success; (d) individual accountability and personal responsibility; and (e) frequent use of appropriate interpersonal and small group skills” (Rovai, 87). Learning through one another is successful when the whole group agrees on the outcome that symbolizes a synthesis each person’s contribution. Every person in the group is supposed to contribute to the work and aid others making the team successful. Small group work may ...
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
Discussion, the active learner participates in peer discussion and any other assignment. This will help problem solving, experimentation, synthesis and other evaluation of contents.
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
Getting children to work together on projects which require problem solving is a great way for them to interact with each other and learn mathematical concepts on the way. It will also help them to boost their communication skills. Teachers can also facilitate learning by scaffolding the children’s learning and offering guidance when needed. Getting children to talk about what they are doing and what their plans are actually helps them to learn. Through their projects, children will learn to describe the mathematical concepts that they present using different materials. For example, drawing a house for art class, they learn the names of the different kinds of shapes that make up a