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Disscussion as a Teaching Strategy

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Discussion as a Teaching Strategy

Enrique Sanabria, Jr.
Education 205 (FG)
Dr. Hope Hartman

Discussion: Concepts and Ideology

Teaching is an art form all its own. It has order, function, purpose, meaning, and, like art, evolves and takes shape within the imagination and mind of the teacher. At the disposal of the teacher are many ways or strategies that can be utilized to ensure that those being taught are truly and fully comprehending and utilizing any and all knowledge accumulated and assimilated. To list a few, there are strategies such as reciprocal teaching, reciprocal questioning, problem- or project-based learning, tutoring, or debating/discussion. In this paper, the strategy that will be focused upon is discussion. Different people and even experts will have differing definitions of what exactly is discussion. A very concise, yet highly intelligent definition has been given for the word and teaching strategy known as Discussion. According to Larson (1997), Wileen & White (1991) stated that it (discussion) is characterized as a structured conversation among participants who present, examine, compare and understand similar and diverse ideas about an issue. Larson (1997) also stated Gall (1985) reported that discussion is an effective way to promote higher-level thinking, develop student attitudes, and advance student capability for moral questioning. In short, discussion provides opportunities for student thoughtfulness about information received in class (Newman, 1988). This, I believe, is the crux of what effective teaching is, no matter what strategy is utilized by a teacher; ensuring that your pupils are properly and effectively absorbing and assimilating all information given to them. Ultimately, the goal of every teacher for their students should be to ensure that the students take what they

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