Teaching By Discussion Analysis

Human perspective differs and leads to diverse worldviews. Several factors contribute to the creation of worldviews; the environment, experiences and most importantly the education that a human is exposed to. The question is often asked if there is such a thing as a write or wrong worldview, since it can consist of religious beliefs, political connections, and subjective opinions on life, love, family and friendship. These worldviews create philosophical questions regarding how society truly functions and different human beliefs. As educators it is critical that we nurture the Christian mind in order to fulfill the Christian worldview. It is also absolutely essential that the education system and learning objectives put

Tucker, [364 U.S. 479,] at 487. The classroom is peculiarly the 'marketplace of ideas.' The Nation's future depends upon leaders trained through wide exposure to that robust exchange of ideas which discovers truth 'out of a multitude of tongues, [rather] than through any kind of authoritative selection (Keyishian v. Board of Regents).'" This means that the students have a right to continue to see each other’s work as is the practice so that natural discussions can evolve which allow them to see others viewpoints. At younger ages it would be important to point out that the student’s work was their own possibly by having everyone present their works so the children associate the religious idea with a person and not the school. At older ages students are aware that the work belongs to the individual and no discussion

Their beliefs and understandings of faith are being challenged and questioned in order to strengthen their understanding. Rather than having the adults in their life tell them what to believe, they are now responsible for forming opinions about everything in their lives. For this reason, it is vital that students stay connected to God during their college years. If they are not firmly grounded in truth, the controversial ideology that college courses may bring will easily sway them. If a spiritual foundation is not there, a student will face a “spiritual struggle: an experience with which many students are familiar, particularly those who concern themselves with deep reflection on faith, purpose, and life

As I approached the end of this course, I read the PPCC Online Campus article “Developing a Philosophy for Discussions.” Immediately, this was a perfect reference to help describe that one overarching topic that encompasses all that I gleaned from this course. That one topic is organization. The structure of this course, and the discussions in each module, and how each built upon skills and topics learned, allowed me to understand a great online tool to have, organization. In the article, “Developing a Philosophy for Discussion,” (PPCC Online Campus article) the author breaks down the, “…role of the online facilitator across four forms of interaction…” These are the pedagogical form, “…defined by using questions and probes for student

When the members and I were discussing our interpretations and understandings of the essay, I was slightly surprised by their response since my assumption was that we would have the same or similar opinion about Answering the Big Question by Father Raymond de Souza. Their analysis was Father Raymond suggesting that parents should discuss religion to their children more frequently, those who fail to are lazy and that children should not spend so much time with extra-curricular activities. The members dislike and disagree with what the essay is conveying, stating that parents have no need to discuss religion with their children and that the children are allowed to believe whatever they wish.

Pedagogical Idea - When students question their faith because it feels like the world is against them, students need to show the love of God and follow His commands by honoring those in authority over them.

The very nature of the Socratic Method makes for long and winding discussions, because the Method aims to strip away any falsehoods but provides few tools for building towards the truths for which it aims. Without a way to cull the ideas presented by the students, a professor must engage each of them as comprehensively as the next regardless of their accuracy, or else compromise the integrity of the dialogue. If he or she instead opts to inseminate information in a more traditional education style, each lecture and discussion can be tailored to divulge a specific concept and a specific and relevant set of arguments and objections can be presented and rejected, rather than struggling through a freeform conversation with inconsistent results varying from classroom to classroom (Ford 3) (Chen and Taylor).

By participating in this learning assignment, the opportunity to increase self-awareness and critical thinking was presented, and it allowed for this student to hear two different arguments that supported the same cause. It is always interesting to sit in a room with fellow students and discuss how the same material that has been read can be processed differently. This student was able to relate this learning to the group

Dialogic strategies are gaining growing support as an alternative to the typical monologic approach to classroom discussions (Corcoran & Silander, 2009). A monologic approach is when the teacher asks a question, a student responds, and the teacher evaluates the student’s response. In a dialogic approach, there is a discussion facilitated by the teacher, that leads students to developing an understanding of the text they are engaging with, or an understanding of the content they are discussing (Corcoran & Silander, 2009). When students engage in dialogue they are collaborating with their peers to construct an understanding of the text, and they are utilizing their own prior knowledge, to make meaning of a text (Lightner

The purpose of this chapter is to emerge findings from the articles utilised within this literature review to findings from contemporary evidence based practice. This chapter will also critically explore the implications of the findings from the articles and make recommendation from future practice, research, education and health delivery.

Students must method it, examine it and create it in order to be actively taking part in the learning method. Schooling has seldom allowed students to think for themselves, therefore Freire refers to “reflection” as a balanced relationship a teacher and student ought to have. They encourages thinking freely and development of new theories. Teachers might learn new student experiences and new point of views. Both could learn different learning techniques, creative ways to present materials to make it fascinating, yet

Dialogic teaching, as Maybin discovered, gives the chance for pupils to develop their talk and their thinking, so that talk becomes, as Alexander (2003) explains: ‘A purposeful and productive dialogue where questions, answers, feedback (and feedforward) progressively build into coherent and expanding chains of enquiry and understanding’ (27). Alexander puts forward five principles which he says bring together the essential features of dialogic teaching in the classroom: Collective: teachers and children address learning tasks together, whether as a group or as a class, rather than in isolation. Reciprocal: teachers and children listen to each other, share ideas and consider alternative views; Supportive: children speak their ideas liberally, without fear of humiliation over ‘wrong’ answers; and they help each other to reach common findings; Cumulative: teachers and children build on their own and each other’s concepts and develop them into refined statements that will guide their learning; Purposeful: teachers plan and facilitate dialogic teaching with particular educational goals in view; which is a steering mechanism to maximise learning within a specific timeframe (National Literacy Trust,2012). We can see the National Literacy Trust understand that

38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Lectures are formally organized talks by an instructor on specific topics. This method is useful when philosophy, concepts, attitudes, theories and problem solving is to be discussed. This method is essential when special information or technical information is to be disseminated. Lectures are often supplemented with discussions, film shows, case studies, role-playing, etc.

I wished to simply try Brookfield and Preskill’s concepts of group discussion, to see what I could tease out from 10 minute Micro Teaching Session about ‘Communicating with people with Autism Spectrum Conditions’. It was a task which had limitations but also great results as it led to me to distinctly recognise what actions I needed to take when I embark on the next opportunity to use discussion in a classroom. It was the ultimate learning curve in the research as I returned to make changes to the poster and essay having completed the sampling of discussion. Most significantly, I began to appreciate the role of Brookfield’s Democratic Dispositions in holding discussion groups. This process is a true reflection of Einstein’s belief that ‘in theory, theory and practice are the same. In