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  • Edc-311 Discussion Model

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    This is an instructional strategy that involves students sharing ideas about a common topic. Theory comes from the Cognitive learning theory that students learn better by using language and communication. Making students support and defend their argument will assess their critical thinking ability.

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    edc-311 discussion model

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    This is an instructional strategy that involves students sharing ideas about a common topic. Theory comes from the Cognitive learning theory that students learn better by using language and communication. Making students support and defend their argument will assess their critical thinking ability.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    38 vues1 page

    Edc-311 Discussion Model

    Transféré par

    api-314997078
    This is an instructional strategy that involves students sharing ideas about a common topic. Theory comes from the Cognitive learning theory that students learn better by using language and communication. Making students support and defend their argument will assess their critical thinking ability.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 1

    Reading: Phonemics

    Box frame

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Name:

    Date:

    DiscussionModel

    Is about

    Thisisaninstructionalstrategythatinvolvesstudentssharingideasaboutacommontopic.Ibelievethiswouldbeveryusefultouseinaliteratureclass
    orahistoryclass.

    Theory

    ComesfromtheCognitivelearningtheory
    thatstudentslearnbetterbyusing
    languageandcommunication.
    CanalsobelinkedtoVygotskyifusing
    groupwork,orusingsocialinteractionto
    gainadeeperknowledge.
    Alsobasedonthesociallearningtheory
    byutilizingsocialinteractiontoconstruct
    knowledge.

    Assessment

    Studentsunderstandingofthetopiccan
    beassessedinatraditionalwaysuchas
    shortansweroressay.
    Makestudentsshowevidencetosupport
    theirargument.
    Makingstudentssupportanddefendtheir
    argumentwillassesstheircriticalthinking
    ability.
    Usingsystematicobservationscanassess
    thesocialdevelopmentaspect.

    Planning

    IdentifyingTopics
    Pickatopicthatcanbearguedfrom
    differentsides.
    SpecifyingLearningObjectives
    First,youwantyourstudentstothink
    deeperandmoreanalytically.
    Second,youwantdiscussiontoprovide
    practiceofcriticalthinking.
    Thirdly,discussionshouldcontributeto
    socialdevelopment.
    DevelopingStudentKnowledge
    Discussionshouldfollowalesson
    EstablishingStructure
    Givestudentsdirection

    Modification

    Foryoungerchildren,materialsneedtobe
    concreteandeasytoaccess.
    Basicsocialskillsshouldbeemphasized
    foryoungerchildren.
    Technologycanalsobeusedtomodifythe
    material.Electronicscanbeusedasthe
    mediumforwhichdiscussiontakesplace.

    Implementing

    Introduction
    Theteacherpresentsanissueand
    discussionstarter.
    Exploration
    Studentsexplorethetopic,clarifytheir
    thinking,andtakeaposition.
    Closure
    Majorpointsinthediscussionare
    summarized.

    Motivation

    Studentsgenerallyexperiencesomeform
    ofsuccessingroupactivitieswhichiskey
    tomotivation.
    Involvementisalsoaverybigmotivating
    factor.
    Studentsarealsomotivatedtosupportand
    defendtheiropinionsontopics.

    So what? What is important to understand about this?

    Thismodelisgreatforhelpingstudentsdevelopandsupporttheiropinions.Thispromotescriticalthinkingandgivesstudentsthe
    opportunitytohearmanydifferentargumentsandviewpointsonatopic.Couldbemostutilizedinahistoryorliteratureclass
    whereopinionsontopicscanbediscussed.

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