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Discussion can be helpful with the understanding of concepts. Subjects like Math
Discussion can be helpful with the understanding of concepts. Subjects like Math, Physics, etc. have obvious answers for the most part, so one cannot reason their way through them; however, discussion can be had in order to help with understanding. When I began my higher education journey as a non-traditional student and because I went to a trade school and missed some high school Math courses, I was not college ready with regards to Math. As a result, I was required to take remedial Math (Algebra I and II) before I began my community college level courses. It did not take long to discover that when I joined study groups and discussions were held, I got a better understanding of the problem that was being discussed and excelled further in my thinking and understanding of causes and effects, that is, concepts are important. Discussions are very helpful in this area.
Discussion can help people learn who would not otherwise due to factors such as hierarchical intimidation. According to the video, when Professor Mazur decided to include discussions among the students with not his input, but only his facilitation, students were more apt to learn more and at a deeper level from other students. Students are peers and thus on the same level. Therefore, one student might be able to explain to another in such a way that it is easy to grasp. They are both students so the intimidation factor is more likely than not, not there; unless another student takes on the role of thinking he is at professor knowing level. Although one might be on a higher achievement level, they are both on the same level in that they are sharing the same learning experience of transferring and receiving information.
Discussion evokes critical thinking. It seems it was when I changed my undergrad major to Philosophy and Religious Studies that my critical thinking kicked in. Philosophy catapulted me into deeper thinking in order to understand hidden meanings. I was tasked with thinking critically about the religion that was chosen for me after learning about other world religions and their teachings. As well, engaging in online courses for the first time back in 2013 also increased my critical thinking skills. Online discussions is nothing more than a study group in which each of the individuals involved get to share their ideas and others learn from them, add to them and tactfully and respectfully offer input.
Discussion can help bring about structure and coherence when looking for answers. It can be stated that oftentimes a portion of the answer is understood, but not necessarily all of it. Seldom does anyone not understand completely. The individual(s) might have the right elements but form them improperly to the extent they are not coherent. According to Dr. Eric Mazur, students don’t learn by listening but by doing. He further states, “… at a university, everything involves critical thinking” (11:35). When discussion is held, students make sense of the information they receive. Information is not simply stored but it is decoded and made sense of by the processor.
Discussions can help people realize one size doesn’t fit all. Professor Mazur also states that when a student has a different answer than the majority of the class and which might not necessarily be the correct answer, discussion can help bring the student(s) further along by helping them to see the big picture of the answer. Discussion can bring out (negative) portions of an individual’s worldview they did not know existed. It can also help with tolerance and acceptance of other’s opinions, thoughts and ideas.
One way the instructor can get discussion started and drive thoughts deeper is by beginning with a shared experience such as a movie that everyone has seen or a book that all have read and ask questions that do not have wrong answers. Some people won’t participate in discussions because they feel intimidated and do not wish to be put on the spot as being ‘wrong’. McKeachie & Svinicki state that asking for a student’s special knowledge is a huge barrier to good discussion. Just as silence can be used for good in counseling, so too is allowing silence to occur a good technique in discussions. The silence gives the students time to receive the information, think about it and interpret it before coming up with an answer or feedback.
Thinking critically has become an important aspect of my life both personally and professionally. When involved in group discussions and I engage in asking critical questions, I have discovered it causes the individuals within the group to question what they have come to believe about a certain subject or ideology. Sometimes, it even brings uncomfortableness. Within my teaching demonstration my desire is to evoke critical thinking about the topic that I have chosen for the course final assignment, but not to the point that I will be thought of as cynical or that the critical thinking process will come across as cynicism. Svinicki & McKeachie assert the idea of asking critical questions is to challenge the students to not take everything at face value but to “challenge assumptions and conclusions” (2012, p. 44).
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