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R emarkably versatile and demonstrated as effective at all grade levels, the discussion method has
great potential for classroom teaching. Yet many
teachers are reluctant to use this method. This paper
discusses the reasons for this reluctance, the characteristics and benefits of the discussion method, and
ways in which it can be included in the classroom.
Why Teachers Don't Use Discussion
The
in
Student reticence. Teachers usually judge the success of their discussions by the extent to which students talk. Unfortunately, many students clam up
when invited to participate in a discussion. For example, Applegate (1969) found:
Discussion
Method
Classroom
A class discussion implies open and active participation. However, in most instances it becomes a limited dialogue between the teacher and
a few pupils, with the remaining ones sitting
mute and inactive. (p. 78)
Teaching
98
II
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which students can learn. Teachers agree that the opportunity to speak about their own ideas and to listen
to others speak helps students learn. Furthermore, the
nonverbal messages communicated between discussion participants adds affective meaning to the curriculum that is often missing in "dry" textbook accounts of ideas and happenings.
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There are several possible reasons why discussion is effective in changing attitudes. One reason is
that discussion compels students to reflect upon and
clarify their attitudes. This process alone may induce
attitude change. Also, change can occur through coercion by other students, or by simple modeling of
views expressed by the teacher, who is often perceived as an authority figure by students. In fact,
these change processes are so powerful that the
teacher needs to moderate the discussion skillfully to
insure that they are not misused.
Problem-solving discussion. The teacher can use
discussion to help students solve problems; for example: What is the simplest way to measure the perimeter of a room? What is a good title for this story? What
kind of an experiment can be designed to test this
theory? What class project should we do to conclude
our study of the Incas?
One criterion of a problem-solving discussion is
the quality of the solution. Another criterion is the
extent of commitment that students have toward the
solution; that is, how willing are they to carry out the
solution? A third criterion is found in brainstorming,
which is one type of problem-solving discussion.
Students aim at generating a large quantity of solutions while withholding criticism. Then, the list of
generated solutions is critically evaluated to select the
best one.
Much research has been done to determine
whether discussion groups develop better problem
solutions than individuals working alone. Generally,
research has found that discussion groups are more
effective than individuals in solving problems which
"require students to draw on the diverse talents of
their peers, which have multiple solutions, and which
will commit students to a course of action" (Gall and
Gall, 1976).
Other purposes. A purpose of the discussion
method, irrespective of type, is to help students in
improving their discussion skills. As Gage and Berliner (1975) observed:
The ability to listen to others, to evaluate their
arguments, to formulate one's own views in the
heat of give-and-take, to resist the influence on
one's reasoning of personal likes and dislikes for
others, to continue to focus on the problem at
hand despite emotional arguments and influences - these skills require practice in discussion. (p. 470)
Another purpose of discussion is to motivate students. The very process of talking and sharing knowledge with their peers may motivate students to learn
more.
100
TheoryInto Practice
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TABLE 1
Discussion Skills for Moderators and Participants
MODERATOR
PARTICIPANTS
PROCESS SKILL: Have an open discussion in which participants feel free to say what they think.
1. Support every person's right to his or her own
opinion.
2. Use supportive silence to promote group interaction.
3. Distribute participation by calling on silent group
members.
1.
2.
3.
4.
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101
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tip
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103