Discussion is a form of active learning, it stimulates the mind, by questioning,

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Discussion is a form of active learning, it stimulates the mind, by questioning,

Discussion is a form of active learning, it stimulates the mind, by questioning, exploring, and digging beyond your own thoughts. In reading this chapter, I found myself comparing it with how I handle discussion in my career as a police officer. My first thought was “hmm 22 ½ years ago I interviewed for this field, but looking back now, it was more of a discussion with department supervisors”, I never saw it that way before up until now. As an officer, when you work patrol duty you are the primary unit on the scene and must conduct investigations. Investigations are almost like discussions. You start off with questions, you gather facts, information, and evidence. You apply federal, state, and municipal laws, you take time to listen and reflect, you look for links and connections. You compare witness statements, facts, the order of events that are noted, you evaluate, and you prepare and present your police report. This too reminds me of what Svinicki and McKeachie (2014) note regarding starting discussions with questions, they covered models such as:
factual questions
application and interpretation questions
connective and casual effect questions
comparative questions
evaluative questions
Critical questions
These models are suitable and can be compared to those of patrol duties. Svinicki and McKeachie share many great examples of facilitating discussion, in which offer advantages that make discussions a valuable teaching approach.
Discussion can start with a Problem
Problems are no fun to have around, however through problems sometimes opportunities arise, along with growth. When there is a healthy problematic discussion, it can lead to some constructive points and solutions. As Svinicki and McKeachie (2014) wrote not to be afraid to express your own curiosity, question or the “what if” wonder of a topic (p.44). Asking students, and yourself what you think about a problem is also relational to another learning method, called problem-based learning (PBL). Hugerat et al. (2021) noted that pedagogical theories such as PBL have been developed and implemented in order to provide more efficient teaching, taking into account the special needs of the students enabling them to fully exploit their personal abilities. Furthermore, the learner copes with problems and learns to define them, collecting and acquiring knowledge, skills and experience in problem solving.
I believe one should not shy away from problematic discussions. Students can learn to engage in problematic discussions in a productive way, learning articulation, enhancing their communication skills, and gathering information.
Discussion for Higher Learning can be Student-led
Svinicki and McKeachie (2014) discussed student-led discussions, referencing a study by Phillips and Powers. In that study they note when students were leading the discussion, the amount of participation was almost twice as great as when led by an instructor.
I believe these types of discussions are comfortable because it’s amongst peers, there is no superiority. This type of approach can allow students to share experiences, collaborate and understand different points of view. Courey and Ruffin (2022) discussed the new age of ethics led by university education and student-led discussions. They noted that students should engage, discuss, and debate ethical topics in their courses and practicum experiences. Such discussion may be fruitful by helping students learn the material, expressing ideas, and deeper thinking about ethical topics.
Student-led discussions can also boost confidence in active learning.
Discussion can start with a Common Experience
In the book of Psalms, we can find a plethora of circumstances one can relate to. We can share a common experience with King David in prayers of justice, a plea for deliverance, and prayers for protection. Though the events might differ from King David’s circumstances, the common need to experience the Lord is concrete for many. Svinicki and McKeachie (2014) discussed that a common experience discussion can start through presentation of a demonstration, film, role play, short skit or a brief reading. There is a wealth of knowledge regarding common experience. One can share tools, aids, and support groups with one another. Common experiences can help students feel safe and understood. This too can limit judgment between students.
Discussion can explore the Process of Civil Discourse
Through civil discourse a learner can enhance their understanding of a matter. Civil discourse functions as freedom of speech. This isn’t a tool of debate, nor a win or lose trial. Civil discourse discussions in education offer civility and propriety amongst peers and the teacher for the benefit of edifying one another. Birnie (2016) explains that promoting civil discourse in the classroom should be among the teachers’ top priorities. Modeling civil speech and behavior, and establishing clear boundaries for students, creating a climate that nourishes courteous exchange and building vocabularies that enable students to discuss issues without resorting to slang, profanity, and trite expression.
Review of Techniques
Svinicki and McKeachie (2014) provide very helpful tools in facilitating discussion. I definitely learned plenty from Chapter 5. All the techniques of discussion offer worthy knowledge and application. The depth of exploration with discussion could produce new ideas, approaches even lead to new discoveries.
Projection for My Teaching Demonstration
With what I have learned from these teaching tips, provided by Svinicki and McKeachie (2014) and high-order critical thinking skills (HOTS), I am projecting to use and apply: starting discussion with a problem and discussion with questions. I will be using HOTS with a Christian perspective.
In the journal article, Jesus’ Questions in the Gospel of Matthew: Promoting Critical Thinking Skills, research aimed to analyze the effectiveness of Jesus’ questions in promoting critical thinking skills. Qualitative research method showed that Jesus consistently accomplished the criteria of high-level thinking in the Gospel of Matthew. Efforts to improve critical thinking skills have been put into practice by Jesus through the questions raised in His teaching. Questioning is at the heart of critical thinking because thinking is driven by questions. It is also a skill that bridges the path of knowledge from not knowing to knowing. Jesus challenged his followers to use critical thinking to solve problems (Dami et al. 2021).

References
Birnie, B. F. (2016). Promoting Civil discourse in the classroom. Kappa Delta Pi Record, 52(2), 52-55. https://doi.org/10.1080/00228958.2016.1156508
Courey, K. A., & Ruffin, M. A. (2022). The new age of ethics: University-led education and student-led discussion. Industrial and Organizational Psychology, 15(2), 250-254. https://doi.org/10.1017/iop.2022.11
Dami, Z. A., Alexander, F., & Manafe, Y. Y. (2021). Jesus’ questions in the gospel of Matthew: Promoting critical thinking skills. Christian Education Journal, 18(1), 89-111. https://doi.org/10.1177/0739891320971295
Hugerat, M., Kortam, N., Kassom, F., Algamal, S., & Asli, S. (2021). Improving the motivation and the classroom climate of secondary school biology students using problem-based – jigsaw discussion (PBL-JD) learning. Eurasia, 17(12), em2036. https://doi.org/10.29333/ejmste/11304
Svinicki, M.D., & McKeachie, W.J. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (14th ed.) Wadsworth, Cengage Learning.

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