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Villafranca, Maurice
Jabrica, Belenia
Jamillano, Krizzia
Lacerna, Kristel
Ormilla, Ruth
Cabral, Bona
Plata, Jerome
Rapadas, Faybelle
Discussion
Group Discussion is formed when more than two persons are gathered to
discuss or resolve an issue, problem or idea under the guidance of one of its
members.
The larger a group is, the less it can accomplish. The ideal number for
nursing seminars is 10-20 students. In a large group, students take their turns
and sometimes these needs are not met because of the lack of time. In small
groups, participation is fairly equal among members.
Coming from a large group discussion, students can be broken down into
smaller groups or sections to be facilitated by their own section instructor so
that gray areas or muddy points can be clarified and further discussed.
Two Types:
Informal discussion- may take place spontaneously at any point during the
class including at the end of a lecture when the teacher asks, “Are there any
questions”?
Advantages of Discussion
Disadvantages of Discussion
Discussion Techniques
1. Insufficient wait-time
➢ Teacher it too impatient and does not give the students sufficient
time to think.
➢ The teacher answers the question himself/herself, rephrases the
question or gives additional information to the question.
2. The rapid reward
➢ Too rapid acceptance of a correct response or too forceful
reinforcement can
• Prevent other students from expanding on the answer
• Inhibit them from giving other possible answers
3. The programmed answer
➢ Trying to put words or ideas into the student’s mouth would elicit a
negative reaction since it is obvious that the teacher already has an
answer in mind. An example would be, “Don’t you think that
euthanasia would be unacceptable to Filipinos”?
4. Nonspecific feedback questions
➢ Are vague, global, diffuse questions that do not foster discussion
and does not diagnose the problem like “How will euthanasia affect
Philippine Society”?
5. Teacher’s ego-stroking
➢ Teachers who act as the ultimate authority or who do not
appreciate student’s observations and views inhibit discussion.
6. Low-level questions
➢ Questions that require facts or information would end the discussion
whereas questions requiring answers using synthesis, analysis or
evaluation would foster discussion because they encourage
creativity and critical thinking skills.
7. Intrusive questioning
➢ Involve questions that invade or trespass into a person’s privacy
and which the student may refuse to answer or discuss
8. Judgmental response
➢ To student answers when the teacher incorporates her own values
when appraising a student’s answer especially if the teacher is not
aware of the social and cultural context of the learner
9. Cutting students off
➢ Stating the problems will be discussed in a late lesson or saying
that there is not enough time to tackle the issue. Being able to
refocus the discussion in a positive and nonthreatening manner is a
skill that every teacher needs to develop
10.Creating a powerful emotional atmosphere
➢ Teachers are insensitive to the feelings of the students
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