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Discussion-based learning is a good pedagogy for student engagement, higher-orde
Discussion-based learning is a good pedagogy for student engagement, higher-order thinking skills, and improving learning outcomes (Garett, 2020). Per Svinicki and McKeachie (2014), a typical strategy for encouraging this learning style has always been discussions. Three underlying principles stood out to his learner; the first is creating an inclusive and hospitable learning environment. Garrett (2020) suggests that a safe and inclusive learning environment naturally encourages and cultivates a good discussion amongst students. This learner has both witnessed and participated in complex talks that were only made possible due to the welcoming and understanding environment cultivated by the instructor.
Svinicki and McKeachie (2014) point out the subjectivity of preparedness and how prepping for something differs from person to person. Another good underlying principle for this portion of the text suggests that a good class discussion is based on the instructor’s ability to develop good thought-provoking discussion questions or assignments for the class to review. It is logical to assume that students want to do well within the course room and would do well if they knew how to prepare (Svinicki & McKeachie, 2014). This learner would have to agree with ensuring the students are prepped so that they feel confident in sharing their thoughts with the other students.
Another principle is teaching the students to embrace disagreements. This principle is fundamental as it stimulates the conversation but also allows the other students to be open to hearing different worldviews and how to disagree with someone else’s opinion respectfully. A strong instructor is necessary to ensure that they can facilitate beneficial healthy discussions and challenge students to step outside their comfort zone and acknowledge and accept any implicit biases. Bloom’s Taxonomy provides an essential blueprint for instructors to incorporate into their lesson planning to increase higher-order thinking skills that challenge the student to think beyond their current understanding of a subject (Adesoji, 2018).
In the text, four (controversy, questions, controversy, problem, or case) different discussion-starting techniques encourage active learning. From experience, discussions that include controversy expose implicit biases, allow people to see the perspective of others, teach the difference between and disagreement and an argument (many people do not know the difference due to their sociocultural environment), and open other students up to share their personal experiences as it pertains to the discussion. Discussions that include controversy also help students express their thoughts and boost motivation to learn about uncomfortable topics in general (Adesoji, 2018). Svinicki and McKeachie (2012) posit that this technique is also effective in cultivating awareness that challenges students to think differently. “Devil’s Advocate” is also a method used by the instructor in controversial discussions to cause students to think constructively.
Questions are the most common discussion openers (Svinivki & McKeachie, 2014). The intended focus of starting with a question should be clearly stated during the preparation phase to ensure the question(s) promote the level of high-order thinking required for the discussion (Adesoji, 2018). Also, starting a discussion with a question is a good warm-up for the students’ minds. Per Svinicki and McKeachie (2014), questions increase the likely hood of even the quietest student in the room participating. The key to the question being an effective discussion starter is to allow the silence/pause to occur (Svinicki & McKeachie, 2014). The different types of questions are factual (stimulates problem-solving), application and interpretation (increase comprehension), connective and casual effect (highlights the connectivity between materials students learn and concepts that don’t seem to be related), comparative (compare theories in order to help the students understand the importance of the different dimensions of comparison), evaluative (ask for comparison and judgement of the relative value of points being compared), and critical (students will learn to examine to validity of an author’s argument) (Svinicki & McKeachie, 2014).
The common experience discussion technique can be a visual and hands on learning technique. During the common experience discussions are formed through demonstration and presentation, film, role play, short skit, or brief reading (Svinicki & McKeachie, 2014). This visual or hands-on activities stimulate thought and foster meaningful discussion. Lastly, the problem or case discussion opener requires the learners to focus and points them in the right direction. Per Svinicki and McKeachie (2014) problems or case studies is a good method to produce focus. The problems or cases should be divided into sub-problems to foster effective group participation by giving them one issue at a time (Svinicki & Mckeachie, 2014).
I would utilize the problem or case method to help facilitate a meaningful and focused discussion. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment for childhood trauma and parent-child conflict (Pollio & Deblinger, 2017). To encourage a good discussion during the lesson, I would use a visual to help students understand the perspective of both the child and the parent by having each student complete the Adverse Childhood Experience Survey (ACES). ACES alone will foster HOTS due to people learning and developing more insight into trauma and how trauma does not only pertain to individuals who have been victimized.
References
Adesoji, F.A. (2018). Bloom taxonomy of educational objectives and the modification of cognitive levels. Advances in Social Sciences Research Journal, 5(5). Retrieved from https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/4233/2878Links to an external site.
Garrett, C.E. (2020). Three key principles for improving discussion-based learning in college classrooms. Journal on Empowering Teaching Excellence. 4(1). Retrieved from https://core.ac.uk/download/pdf/300056746.pdfLinks to an external site.
Pollio, E. & Deblinger, E. (2017). Trauma-focused cognitive behavioural therapy for young children: clinical considerations. European Journal Psychotraumatology. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5965038/Links to an external site.
Svinicki, M.D & McKeachie, W.J. (2014). Teaching tips (14th ed): strategies, research, and theory for college university teachers. Cengage Learning. Belmont, CA
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