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Discussion for Critical Thinking
This course has been very enlightening for me t
Discussion for Critical Thinking
This course has been very enlightening for me thus far. There are a lot of things that I am learning each week. I have never thought in a school setting
and my overall goal post degree is to do more consultation than teaching. In fact, discussion can be a very brilliant method that can overall improve
motivation, foster positive communication, improve intellectual abilities, and encourage deeper thinking. With that being said, I have learnt quiet a few
techniques that I would apply to my teaching style to evoke meaningful discussion and participation. I conduct group sessions weekly and I have
gathered a few take aways that may be beneficial to the discussion style of teaching. Some of the skills that I often aim to utilize include determining the cognitive factors, social and emotional factors and physical factors that may determine my effectiveness and how the students participate and learn. Some of the tasks mentioned for teaching and facilitating discussion include assisting students in preparation of discussion, facilitating positive and progressive discussion, assisting in peaceful discussion, encouraging, and maintaining participation and actively listening to students ensuring that a positive, conducive, and safe learning environment is present (Svinicki & McKeachie, 2014, p. 39).
Discussion can Start with Common Interest
The text expressed that one of the bests ways to get a meaningful discussion started is to demonstrate common experiences that could be in the form of shared information, reading, skits, role play, demonstration and or films. Moreover, I strongly believe that starting a discussion with a common
interest is a way to break the interest and draw interest and participation from other group students. Students can share interest, it also brings forth
the feeling of inclusion, shared resolve and or development meant of new ideas pertaining to the topic, in other words, it gives a new perspective on the topic which most may appreciate.
Discussion Can start with a Question
This method is known as the most common opener for discussion. In fact, itis some important types of questions that could be asks include exploratory questions, relational questions, action questions, hypothetical questions, challenge questions and cause and effect questions among others. The text also mentioned factual questions, application and interpretation questions, connective and casual effect questions, comparative questions, evaluative questions, and critical questions (Svinicki & McKeachie, 2014, p. 44). Ideally, questions help in broadening the students’ understanding of the topic. My adding different types of questions to a discussion students will eventually master the art of question answering which ultimately will increase their high-order thinking.
Discussion can Start with Controversy
Controversial topics can indeed bring about a deeper level of thinking. In fact, conflict questioning can bring about more thought provoking questions
and discussions that lead to more meaning. Moreover, discussing controversial issue allows for others of different backgrounds, with different worldviews, thoughts and opinions to work together effectively and respectfully brining a deeper understanding and appreciation of someone’s thought process. It in some ways challenges one to think more critically about their own worldviews and values which may help solidify their thoughts and feelings. Additionally, this also allows the students to effectively deal with conflict and improve interpersonal communication skills. Conflict also provides an avenue more active thinking oppose to passive thinking which is also part of improving overall communication skills (Svinicki & McKeachie, 2014, p. 44).
Projective Teaching Demonstration
As I project my own teaching demonstration skills, I am gearing more towards both Starting with questions and Starting with Discussion Problems.
As a fairly new LPC, I have learnt over the last 3 years that I am coming into my niches which is Solution Focused Brief Therapy. For those of you aren’t
familiar with this it is goal-oriented form of therapy designed to bring focus more on solutions rather than problems. I particularly believe that bringing
more emphasis on powerful questions evoke HOTS. A study found that in past years, teaching styles were simple and more textbook based, leading to
students not reaching their potential. It is then said that creativity and innovation acts as a critical part of generating more creative and innovative
thoughts leading to more information retained and more productive outcomes (Liu, Ma, Sun, Zhu, & Xu, 2021). I also believe that those subtle cues are important in how we ask questions. Such include body language, gauging our students and how they learn, attending to each learning style so that each teach have the fair opportunity to learn and participate in class and the way we respond to each student.
References
Liu, J., Ma, Y., Sun, X., Zhu, Z., & Xu, Y. (2021). A Systematic Review of Higher Order Thinking by Visualizing its Structure Through Hist Cite and CiteSpace Software. Nature Public Health Emergency Collection. doi:10.1007/s40299- 021-00614-5
Svinicki, M. D., & McKeachie, W. J. (2014). Teaching Tips. Belmont, CA: WADSWORTH CENGAGE Learning.
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