Running head: ARTICLE REVIEW 2 1

Article Review 2

Jeremia Christian Alexander

International Teachers College Universitas Pelita Harapan

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Leading Discussions: Opening Up the Conversation

Summary

The author Henning (2005) offers three approaches to increasing the productivity of

discussion, one that engages students and enhances their understanding. The three approaches

include framing discussions, making progressive discourse, and creating an atmosphere

conducive to discussion.

First, teachers should offer discussions in a way that students can participate easily.

One way to present a discussion is by using narrative. Henning (2005) gives his example in

class of discussing a narrative book that attracts students to share their thoughts. After

students are engaged in a discussion, teachers should lead students to make connections with

theories or concepts. Analyzing a case study also can be used to foster discussion. Yet, the

author would rather observe a videotape of teaching than analyze a case study because

videotapes of teaching also implicitly convey theories or principles that students can discuss.

Second, teachers should use two kinds of participant frameworks to develop

discussions: closed and open. In closed participant frameworks, the teacher talks more to

guide students to understand basic factual information. Meanwhile, in open participant

frameworks, students interact with each other and control the direction of the discussion,

while the teacher only becomes a facilitator.

Lastly, teachers should create an atmosphere conducive to discussion. Even though

the teacher has prepared the discussion well, students will not engage in the discussion if they

are unwilling to share. Students are more likely to talk when they feel secure. Henning (2005)

suggests that teachers establish a close relationship with students by showing personal

interest, giving encouragements, and respecting students.

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In conclusion, the author reminds the reader that discussions are not the most

effective instructional mode. Yet, discussions are effective when both open and closed

participant frameworks are implemented.

Evaluation and Reflection

The authors explicit assumption about students reflects the truth about human beings.

Henning (2005) states, Students need to feel comfortable with each other, as well as with the

professor (p. 93). Since human beings fall into sin, they were afraid of God so they hid from

him. By nature, human beings feel insecure to be with other beings they do not know, let

alone share thoughts and ideas. The author seems to understand the broken nature of the

students as human beings. However, his attitude towards literature seems to reflect his

distorted view on subject areas. He presents American literature as if it is the most interesting

subject. All subject areas should be treated equally because God and his marvelous truth can

be found in all subject areas.

This article relates to one of the twelve principles of effective teaching by Jere Brophy

(1995): Thoughtful Discourse (p. 19). While Brophy (1995) explains the benefit of

implementing Thoughtful Discourse, Henning (2005) provides more practical advice on

leading an effective discussion in the classroom. Surprisingly, both of the authors address the

importance of providing questions that ascend the Blooms taxonomy. Teachers should begin

with lower-level questions, and then gradually shift to higher-level questions to challenge

students to exercise their higher-order thinking skills.

Reflecting on my teaching during the practicum, I was able to use follow-up

questions effectively. I would ask: What do you mean? Would you care to elaborate on

that? I also would keep paraphrasing questions so that students understand and are able to

enter the discussion. To apply this article to improve my teaching, (1) I will comment on

student remarks because students will feel appreciated for their contribution; (2) I also will
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encourage student-to-student interaction so that students may construct their own

understanding while considering their values or dispositions.

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References

Brophy, J. (1995). Teaching. Educational Practices Series1. International Academy of

Education: UNESCO.

Henning, J. E. (2005). Leading Discussions Opening Up the Conversation. College

Teaching, 53(3), 90-94.