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A discussion is a tool that plays a critical role in exercising higher-order thi
A discussion is a tool that plays a critical role in exercising higher-order thinking in the following ways, according to McKeachie and Svinicki (2013):
Discussion can help the participants generate several arguments for or against the issue under discussion.
Discussion can enable participants to critique the ideas and conclusions of an author of authority by relying on the set criteria.
Discussion can differentiate meaningful information relevant to the issues discussed from irrelevant information.
Discussion enables participants to compare the conflicting ideas and infer the common grounds, which can be the basis for determining the relative values.
Discussion helps participants interpret the meaning and implication of their ideas or opinions by combining old and new information.
The discussion techniques are essential for an instructor to accomplish the many tasks involved in discussion. Some discussion techniques include starting the discussion with a shared experience, controversy, and a problem or case. These techniques enable the participants to engage in more profound thoughts.
An instructor needs to start a discussion with a common experience to enable every participant to express their opinions, ideas, experiences, and unresolved problems. However, the choice of common experience should not be a mere issue that leads to expressions of thoughts and opinions without engaging in higher-order thinking. To facilitate more profound thought, the common experience should be thought-provoking (McKeachie & Svinicki, 2013). Usually, the participants have seen or are aware of the common experience, and questions related to the common experience should also be thought-provoking. Although the common experiences revolve around contemporary issues related to the discussion topic, the verbs in the question asked should encourage participants to engage their critical thinking skills. For instance, after showing a short film, short skit, or role-playing, the instructor can, as participants or students, the implications of what they have observed. In answering such questions, the participants must integrate the information from the material and align them with their beliefs (Jerome et al., 2019). Again, they will interpret information by comparing the experiences outside the material presented and analyzing the implications. When participants integrate and interpret information, they must use higher-order thinking.
Another technique is starting a discussion with a controversy, challenging discussion participants to think differently. In a discussion group, a controversy in the form of disagreement creates a surprise among group participants, arousing theirs to curiosity (McKeachie & Svinicki, 2013). Moreover, controversial topics lead to differences in opinion prompting someone to make an argument. A controversial topic teaches the participants new ways of solving a problem, identifying the conflicting ideas, and the rationale of an argument of those with an opposing opinion. When an instructor starts a discussion with a controversy, the participants must analyze, apply, and create to resolve the controversial problem (Rosyadi et al., 2022; Indriyana & Kuswandono, 2019). Usually, a controversial topic has two opposing sides at two extreme ends. Discussion participants must be able to determine other opposing participants’ points of view. They will likely detect inconsistencies in the argument and use these as foundational for their arguments. Discussion is also essential to enable participants to participate in perspective-taking. During perspective-taking, the participants are encouraged to switch positions and think differently from their original ideas. This will enhance problem-solving skills and leads to constructive controversy. As a result, the discussion participants will be “aware of the strengths of other positions” (McKeachie & Svinicki, 2013, p. 42). During the active discussion, the new ideas and opinions will challenge the participants about their own opinions. They begin to challenge their assumptions and start thinking differently.
Thirdly, starting a discussion with stimulating questions can lead to deep thoughts. When using this technique, the discussion participants are accorded an appropriate time frame to ponder the question (McKeachie & Svinicki, 2013). The thought-stimulating questions leading to deeper thoughts are application and interpretation, connective and causal effect, and comparative questions. Application and interpretation questions allow the participants to use the information in the material, analyze the facts therein and apply the information to a relevant life experience or any issue. The application of such information calls for critical analysis that involve deeper thoughts. Connective and causal effect questions enable the participants to find the relationship between concepts in a material that may not show such a relationship without active learning. Therefore, to identify the relationships, the group participants must comprehend the material and connect one concept to another or several concepts to draw the relationships. Connecting concepts and determining their relationship is achieved through higher-order thinking.
Lastly, starting the discussion with a problem or case is a discussion technique that enhances problem-solving techniques through higher-order thinking. A problem or case that requires possible solutions or the best solution is presented to a discussion group without showing a preferred solution. The participants are requested to think of all the possible solutions with an open-minded approach. As the participants develop and articulate possible solutions to a hypothetical or real problem, they engage in higher thinking by visualizing how their suggested solutions will ultimately solve it. In other words, they have reasons underlying the solutions.
My teaching demonstration topic is cognitive behavioral therapy. Cognitive behavioral therapy concepts can be taught by creating a learning atmosphere where students can use higher-order thinking. After identifying and defining the key components of cognitive behavioral therapy, such as thoughts, feelings, behavior, and physiology, I will apply the discussion technique of asking a question dealing with the interconnection or relationships between concepts. According to McKeachie and Svinicki (2013), questions are formulated to get a relationship to enable group participants to analyze the facts or the concepts. Therefore, the participants will be called to find the relationship between the components of cognitive behavioral therapy. The discussion can be done in small groups of five participants. Another technique that I will use is a hypothetical case study. A case enhances the problem-solving capacity of the discussion participants (McKeachie & Svinicki, 2019). After discussing the principles and process of cognitive behavioral therapy, I will give a hypothetical case to allow discussion participants to apply the concepts of cognitive behavioral therapy.
References
Indriyana, B. S., & Kuswandono, P. (2019). Developing Students’ Higher Order Thinking Skills (HOTS) in Reading: English Teachers’ Strategies in Selected Junior High Schools. Journal of English Teaching, 5(3), 204-216. https://eric.ed.gov/?id=EJ1266185Links to an external site.
Jerome, C., Cheng, J. L. A., & Hie, T. S. (2019). Undergraduate students and lecturers’ perceptions on teaching strategies that could enhance higher order thinking skills (HOTS). International Journal of Education, 4(30), 60–70. http://www.ijepc.com/PDF/IJEPC-2019-30-05-05.pdfLinks to an external site.
McKeachie, W., & Svinicki, M. (2013). McKeachie’s Teaching Tips (14th ed.). Cengage Learning US. https://bookshelf.vitalsource.com/books/9781285499802Links to an external site.
Rosyadi, A. A. P., Sa’dijah, C., & Rahardjo, S. (2022). High-order thinking skills: can it arise when a prospective teacher solves a controversial mathematics problem? In Journal of Physics: Conference Series (Vol. 2157, No. 1, p. 012038). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/2157/1/012038/metaLinks to an external site.
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