OpenSciEd 3 Discussion Types
26 июл. 2019 г. Page 1. OpenSciEd 3 Discussion Types. OpenSciEd units use specific types of discussions to help draw out student ideas support students in.
Types of Latin American Peasantry: A Preliminary Discussion
included in the formulation of a type. TWO TYPES OF PEASANT PART-CULTURES. To make our discussion more concrete let us turn to an analysis of tw.
Types of Interaction in Online Discussion Forums: A Case Study
21 апр. 2017 г. The purpose of this paper is to identify the types of students' interaction as well as their discussion patterns in an online course. The study ...
Laurillards six learning types Acquisition Inquiry/Investigation
2 июл. 2020 г. Discussion helps students learn by requiring students to remember and understand the information they present and evaluate alternative points ...
Students Types of Online Interaction through Facebook Discussion
In this paper we discussed on the potential of Facebook as a social networking tool that could promote students interaction and discussion with instructor
Product innovation types: a discussion considering building facade
Combining the research fields of architecture engineering and construction
Homeland Security Exercise and Evaluation Program (HSEEP)
Table 2.5: Discussion-Based Exercise Types: Tabletop Exercise. Tabletop Exercise (TTX):. A discussion-based exercise in response to a scenario intended to
Discussion On The Different Types Of Multiple Sclerosis
namely the typical forms which are characterized by the symptoms of spastic paresis or of diffuse myelitis trans versa dorsalis. ' The cervical form has been
OpenSciEd 3 Discussion Types
OpenSciEd units use specific types of discussions to help draw out student ideas support students in communicating with one another in scientific ways
JOINT DISCUSSION DOCUMENT EXPANSION OF ELIGIBLE
16 авг. 2022 г. broader set of eligible collateral types such as liquid equity securities and corporate bonds
OpenSciEd 3 Discussion Types
OpenSciEd 3 Discussion Types. OpenSciEd units use specific types of discussions to help draw out student ideas support students in.
Designing Effective Discussion Questions1 TYPES OF EFFECTIVE
Here are some types of questions that tend to facilitate thoughtful sustained /student-teacher-communication/designing-effective-discussion-questions ...
Types of Interaction in Online Discussion Forums: A Case Study
21 Apr 2017 The purpose of this paper is to identify the types of students' interaction as well as their discussion patterns in an online course. The study ...
Types of Latin American Peasantry: A Preliminary Discussion
Fifth some notion of historical trajectory should be included in the formulation of a type. TWO TYPES OF PEASANT PART-CULTURES. To make our discussion more
Product innovation types: a discussion considering building facade
Combining the research fields of architecture engineering and construction
Types of Latin American Peasantry: A Preliminary Discussion
included in the formulation of a type. TWO TYPES OF PEASANT PART-CULTURES. To make our discussion more concrete let us turn to an analysis of tw.
Teacher and Student Roles in Different Types of Classroom
4 Apr 1993 *Learning Through Discussion. ABSTRACT. Different kinds of discussion methods have been developed to help students achieve different kinds ...
The Pinwheel Discussion
In this type of discussion the class is divided into four groups (or according to the size of the class or the number of personas needed)
Mixed-Methods Research: A Discussion on its Types Challenges
1 Mar 2021 Research: A Discussion on its Types Challenges
Product innovation types: a discussion considering building facade
Combining the research fields of architecture engineering and construction
(PDF) Discussion methods - ResearchGate
Discussion Phrases Guide Papers usually end with a concluding section often called the “Discussion ” The Discussion is your opportunity to evaluate and interpret the results of your study or paper draw inferences and conclusions from it and communicate its contributions to science and/or society
DISCUSSION GUIDE - Clemson University
This discussion format works well in any size classroom and is a great way to get all students involved in discussion especially more introverted or shy students In this activity give the class a question or prompt Have each student think about how they would respond to the prompt
OpenSciEd 3 Discussion Types
Initial Ideas Discussions Teacher Role: Encourage all students to share their own ideas and experiences Clarify ideas Encourage student to student talk with a focus on raising questions clarifying or adding on to what someone has said rather than on debating or arguing Ask for or provide a synthesis of the ideas
GROUP DISCUSSION - SASTRA
There are four major areas of evaluation in selection GDs: subject knowledge oral communication skills leadership skills and team management Subject Knowledge: Participants must possess a thorough understanding of the topic on which they are supposed to speak You must prepare yourself to talk on a wide range of subjects
What are discussion methods?
Discussion methods are a variety of forums for open-ended, collaborative exchange of. ideas among a teacher and students or among students for the purpose of furthering. students thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on.
What is class discussion?
Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. Regardless of class context (e.g.: a seminar, large lecture, or lab course) or the form (e.g.: in-person or asynchronous) discussion takes, it offers a number of benefits to students’ learning.
How do I prepare students for a class discussion?
Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies. Closing Reflection: Ask students to reflect on and process their learning by identifying key takeaways. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally.
What is the modality of a class discussion?
The modality of your class discussion may determine the tools and technologies that you ask students to engage with. Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement.
The Pinwheel Discussion
What is a pinwheel discussion?
In this type of discussion, the class is divided into four groups (or according to the size of the class or the number of personas needed), and chairs are moved into a wheel. At the center of the wheel, sits one representative of each group plus a provocateur, a moderator and facilitator of sorts whose role is to keep the discussion going with provocative questions.What are the benefits of a pinwheel discussion?
1. Maximizes student participation
2. Provides freedom for students to state their opinions
3. Enhances higher order thinking skills
4. Increases student engagement
5. Allows for both formative and summative assessment
Steps in a pinwheel discussion:
1. Divide the class into groups (five is probably the top end, with four groups and one
provocateur group.) Group students any way you choose, but having strong students in the provocateur group can make early discussion more successful.2. Assign each group an article, a role, a character, author, etc. Each student approaches the
discussion from the standpoint of the text they received. (Side note, if using the technique with a novel, then the student assumes the persona assigned to that group, i.e.: They will no longer answering as Jason, but as Harper Lee or Huck.3. Give groups time to discuss their text³the context, characters, important textual evidence,
etc.³and to come up with at least one discussion question. They also need to prepare to answer that question and any other using their text. If you want to give students some guidance, givePOHP M POHPH RU IRŃXV LGHM OLNH ´POH H[SHULHQŃH RI RUSOMQVµ RU ´UHNHOOLRQ MQG ŃRQIRUPLP\µ HPŃB
Especially at the beginning of the year, working with Costa, Blooms, open vs. closed-questions, etc. help tremendously.4. At the end of the 10 minutes, each group must submit at least one question they think is
important to understanding their author or story. Text dependent questions starts are great for this stage and for discussion (see handout) Talk to the Provocateur Group and tell them their job is to move the discussion along in interesting and thoughtful ways. This means asking provocative questions, listening and asking follow up questions.5. Chose a student participate from each group to take part in the first discussion round. They
each move to the center square. The provocateur opens discussion with the first question. At a certain point, students pinwheel out of the discussion to be replaced by another member of their group. You could pinwheel when each participant contributes something of merit and in character a certain number of times, or you can simply call for the switch and all groups would pinwheel at the same time.6. Involve students outside the center group, too! Following along with the central discussion,
they post comments on a bulletin board site. You can let this just happen spontaneously if you have a strong group, or you can assign a minimum number of posts and topics. Students track participants and post on their participation, or, if you choose, they could record their own thoughts through: a. Follow Up Questions b. Connections c. Textual Evidence d. New Ideas7. Continue the discussion until everyone has participated in the center. If you have a smaller or
larger class, you can adjust the numbers of groups or participation loops it takes to make it work for you.8. Reflect. As with most classroom activities, reflection is a key element to solidifying the
learning. You can have student reflect on the process or the content. They could complete a journal write, a discussion board, exit slip, sticky post, etc.Assessment:
1. You could grade this discussion using any participation rubric, or you could simply use the
natural consequence of two approved responses gets the student out of the spotlight.2. If grading the discussion, itself, students may need to repeat through roles until everyone has
participated.3. If using a venue like TodaysMeet or Padlet, have students attach their name to their comments
for accountability.4. Tally skills for discussion and/or analysis on the board.
Text Dependent Question/Statement Starts
Start With Evidence Based Phrases:
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%MVHG RQ ROMP RULPHV RQ SMJH "Move To Question Stems:
Why do you think did ?
What do you think meant by ?
What would you have done if you were ?
Why do you think included .
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How does compare/contrast with ?
What evidence can you find for ?
Do you agree with ?
What is the most important ?
Or Statement Stems:
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I learned .
The author switches voices because .
Types of Questions:
1. Factual:
Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These are usually at the lowest level of cognitive (thinking) or affective (feeling) processes and answers are frequently either right or wrong. Example: Name the Shakespeare play about the Prince of Denmark?2. Convergent:
Answers to these types of questions are usually within a very finite range of acceptable accuracy. These may be at
several different levels of cognition ³ comprehension, application, analysis, or ones where the answerer makes inferences
or conjectures based on personal awareness, or on material read, presented or known. While these types of questions are
valuable in exercising mid-level cognitive thinking skills, it is quLPH HMV\ PR H[SMQG VPXGHQPV· ŃRJQLPLYH SURŃHVVHV HYHQ
higher by adding another layer to these questions whereby teachers ask students to justify their answers in light of the
evidence offered or the inferences made.Example: On reflecting over the entirety of the play Hamlet, what were the main reasons why Ophelia went mad? (This
is not specifically stated in one direct statement in the text of Hamlet. Here the reader must make simple inferences as to
why she committed suicide.)3. Divergent:
These questions allow students to explore different avenues and create many different variations and alternative
answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic
knowledge, conjecture, inference, projection, creation, intuition, or imagination. These types of questions often require
students to analyze, evaluate, or synthesize a knowledge base and then project or predict different outcomes. Answering
these types of questions may be aided by higher levels of affective thinking as well ³ such as valuing, organization, or
characterization. Responses to these types of questions generally fall into a wide array of acceptability. Often correctness
is determined subjectively based on the possibility or probability of the proposed answer. The intent of these types of
questions is to stimulate LPMJLQMPLYH ŃUHMPLYH RU LQYHQPLYH PORXJOP RU LQYHVPLJMPH ´ŃMXVH MQG HIIHŃPµ UHOMPLRQVOLSVB
Example: In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and their lives
if Hamlet had not been so obsessed with thH UHYHQJH RI OLV IMPOHU·V GHMPO"4. Evaluative:
These types of questions usually require sophisticated levels of cognitive and/or emotional (affective) judgment.
In attempting to answer these types of questions, students may be combining multiple cognitive and/or affective
processes or levels, frequently in comparative frameworks. Often an answer is analyzed at multiple levels and from
different perspectives before the answerer arrives at newly synthesized information or conclusions.Examples:
a. How are the deaths of Ophelia and Juliet the same and yet different? (Compare and contrast.) b. What are the similarities and differences between Roman gladiatorial games and modern football?c. Why and how might the concept of Piagetian schema be related to the concepts presented in Jungian personality
theory, and why might this be important to consider in teaching and learning?5. Combinations: These are questions that blend any combination of the above.
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