Name - Anusha Parekh

Class - L.L.M First Year (Semester I)

Roll No. 83
Topic Discussion Method of teaching The
concept of this method and its analysis of its
suitability at post graduate level teaching
Name of Professor - Ms. Saira Mirzankar

Declaration
I, Anusha Parekh, Roll no. 83 of S.N.D.T Womens University Law
School pursuing L.L.M Semester I, hereby declare that I have
completed the seminar on Discussion Method of teaching The concept
of
this method and its analysis of its suitability at post graduate level
teaching
in the academic year 2016-17.
The sources referred to while completing the project are mentioned
in the Bibliography and Webliography.

Certificate
This is to certify that Ms. Anusha Parekh, roll no. 83 studying in
F.Y L.L.M (Semester I), has successfully completed her project titled
Discussion Method of teaching The concept of
this method and its analysis of its suitability at post graduate level
teaching
under the guidance and supervision of Prof. Saira Mirzankar.

DISCUSSION METHOD
Discussion is an educational group activity in which the teacher and students collectively
talk over some problem or topic. James M. Lee
Discussions is a reflective thinking by two or more persons who co-operatively exchange
information and ideas in an effort to solve a problem or to gain better understanding of a
problem.
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 their own ideas
in an effort to build their knowledge, understanding, or interpretation of the matter at hand.
The discussion method concentrates on student activity, rather than lecturing by teachers. It
is, therefore, an effective method that promotes student-centered learning than teaching.
Students are able to actively participate in discussions, which enhance their understanding
and capture their attention. The discussion method promotes democratic thinking among
students. Students are able to freely share their ideas, speak their opinions and challenge each
other to arrive at a common decision.
In the course of discussion, students develop reflective thinking skills, which help them to
deeply analyze and understand the issue at hand. Reflective thinking is a careful, persistent
and active way of thinking that makes learners more aware of the complex problems at hand
and encourages active participation in learning situations. The discussion method also
improves self-expression among learners by challenging them to express their opinions or

ideas in clear and eloquent way. This method also inculcates the spirit of tolerance in
learners. Students learn how tolerate contradictory views, no matter how unpleasant they may
sound to them. They are, therefore, able to respect each others' views

A successful discussion doesn't just happenit demands that the instructor be well prepared.
To help you prepare for a class discussion, common concerns and problems are listed below
with suggestions for how to deal with each.

TYPES OF DISCUSSION
Mainly there are two types of discussion:
(i)

Spontaneous discussion, and

(ii)

Planned discussion

(i) Sportaneous Discussion

It generally starts from students question about some current event that may be related to the
topic under study. Such a discussion is quite helpful to students as it helps them to understand
current events to analyse and relate facts to real life situations In such a discussion the
knowledge of facts is reviewed and an understanding is developed.

(ii) Planned Discussion

Such discussion may be initiated by the teacher by asking one student to present reports and
others to discuss them in detail. This technique needs a careful planning by the teacher by
including pertinent facts to the class and unitying them in the form of conclusions. An extensive
list of questions is made by the teacher and these should be injected into the discussion at
appropriate time. The teacher should at times emphasise a point and should see that all relevant
points are covered during discussion.

PLANNING THE DISCUSSION

Planning is a guided discussion is basically planning the same as lecture.
These suggestions are appropriate for planning co-operative learning.
(a) Selecting a topic that can be profitably discussed:
Unless the researchers have some knowledge to exchange with each other, they cannot
reach the desired learning outcomes by the discussion method. If necessary, then the
researcher should make assignments that give an adequate background for discussing the
lesson topic.
(b) Establishing a specific lesson objective with desired learning outcomes:
Through discussion, the researcher develops an understanding of the subject by sharing
knowledge, experiences and backgrounds. Consequently, the objective normally is stated
at the understanding level of learning. The desired learning outcomes should stem from
the objective.
(c) Define terms and state assumptions:
Discussion participants must agree on definitions of terms and assumptions so that
everyone is starting from the same point. The instructor should watch for terms that may
need definition and assumptions that may be implicit, but not stated. For example, in
discussing adequate social services for individuals living in poverty, the following
questions arise: How is "adequate" defined? Are students making assumptions about what
social services exist or are readily available? How is "poverty" being defined?

GENERATING DISCUSSION:
Asking questions
Ask students ahead of time (in a previous class) to prepare one or two questions about their
reading.
As students walk into the classroom ask them to write down discussion questions. Hand all
the questions to one student (a shy one perhaps) who, at random, selects questions for
class attention.
Divide the class into pairs or small groups (the size of the class will influence the size and
number of small groups) and ask each group to decide upon one salient question to put to
the rest of the class.

Some reasons for asking questions:

To diagnose student difficulties

To introduce a topic
To stimulate analytical thinking
To give direction to problem solving
To encourage imaginative thinking
To help students discover connections between concepts and ideas (e.g., to link cause and
effect)
To promote interest and encourage the application of what has been learned by the
students.

Finding illustrative quotations:

Ask each student, either ahead of time or at the start of class, to find one or two particularly
significant quotations from the assigned readings. Ask students to:
Point out quotations they especially liked or disliked.
Find a quotation from the text that best illustrates the major thesis of the piece.
Select a quotation from the assigned reading that is difficult to understand.
With this exercise, instructors and students alike often discover new insight into a particular
text.

Break the class into smaller groups:

Some students find small groups less threatening and, therefore, are more likely to enter into
the discussion. In order to make this method effective, however, students must be given a
clear task and a definite amount of time in which to complete it.
Finally, they must be asked to use their responses in a follow-up discussion with the class as
a whole.
FORMAL DEBATE
While the effectiveness of this strategy depends on the dynamics of the group, it can be
useful. Have students select one or the other side of two opposing opinions. They must then
defend their point of view. This exercise is most successful when students are given some
time to prepare before coming to class. Be sure, however, that they do not prepare a formal
presentation.
Ask for responses in writing :
One excellent way to get discussions going is to ask students to respond to the
question in writing. Usually five minutes is enough time for students to prepare an answer.
Quiet students will often speak up if they have the words before them. This strategy also
demands that students think concisely.

MERITS OF DISCUSSION METHOD

1. Emphasis on Learning instead of Teaching,
Discussion Method emphasises pupil-activity in the form of discussion, rather than simply telling
and lecturing by the teacher. Thus, this method is more effective.
2. Participation by Everybody.
In this method, everybody participates in the discussion, and therefore thinks and expresses
himself. This is a sure way of learning.
3. Development of Democratic way of Thinking.
Everybody cooperates in the discussion, and the ideas and opinions of everybody are respected.
Thus, there is a development of democratic way of thinking and arriving at decision.
4. Training in Reflective Thinking.
Students, during the course of discussion, get training in reflective thinking, which leads to
deeper understanding of the historical problem under discussion.
5. Training in Self-expression.
During discussion, everybody is required to express his ideas and opinions in a clear and concise
manner. This provides ample opportunities to the students for training in self-expression.
6. Spirit of Tolerance is inculcated.
The students learn to discuss and differ with other members of the group. They learn to tolerate
the views of others even if they are unpleasant and contradictory to each others' views. Thus,
respect for the view points of others is developed.
7. Learning is made Interesting.
History is considered to be a dry subject. The learning of history is made interesting through
Discussion Method. More effective learning is possible when the students discuss, criticise and
share ideas on a particular problem. Active participation by the students in the discussion makes
learning full of interest for the students. This also ensures better and effective learning.

LIMITATIONS OF DISCUSSION METHOD

Disadvantages of Discussion Method

(i) In this method there is a chance that only a few students may dominate the whole discussion.
(ii) It is possible that discussion is initiated on those aspects of the problem with which few
prominent students of the class are concerned.
(iii) In this method there are chances that the students may be
(iv) This method is time consuming.
(v) This method is not adaptable to all teaching-learning situations.
(vi) In this method it is very difficult to assess all the students in terms of learning outcomes.

Conclusion
So far, an attempt has been made in explaining the concept of the discussion method of
teaching. The interactive nature of this teaching strategy was also examined and appraised.
To further express the level of participation by all, in this teaching method, a brief analysis of
the sitting arrangement network was made. Basically, the main intent of the discussion
teaching method as one that is interactive, cooperative and participation by all. It is also a
teaching strategy that could stimulate imaginative and conceptual thinking amongst students.
Importantly, it is anticipated that a method of this nature will be appreciated in tertiary
institutions. It will be quite exciting especially for students who are hitherto used to the
traditional lecture method which is sometimes quite less interactive.