Discussions in the Classroom Research Paper by Champ

Discussions in the Classroom
An analysis of the benefits of classroom discussions with students, focusing on "Discussion as a Way of Teaching," written by Stephen Brookfield and Stephen Preskill.
# 98779 | 6,063 words | 17 sources | MLA | 2007 | US
Published on Oct 17, 2007 in Education (Curriculum) , Education (Teaching Methods)

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This paper discusses the book, "Discussion as a Way of Teaching," written by Stephen Brookfield and Stephen Preskill, in which they thoroughly describe the use of discussion as a means of enhancing the democratic environment of a classroom. The paper describes the advantages of this sort of environment for the students and for the learning process. The paper also briefly discusses ways to have a successful discussion group with students.

Table of Contents:
Discussions and Democratic Process
Benefits for growth
Preparing for Discussions
Starting Off the Discussions
Keeping Discussions Going
Cultural Aspects of Discussions

From the Paper:

"Discussions do fail for a number of reasons, beyond lack of preparation. Hess (2005) says teachers shut them off prematurely, whether due to fear that they are losing control of the discussion, are guarded concerning the controversy that these talks may raise, or because they are just are not willing to cede the floor to the students. Hess stresses that it impossible to have valuable discussions if instructors talk too much. Not only does this monopolization prevent participants from having an opportunity to speak, it also communicates that their ideas are not valuable. In a study on how students view classroom discussion, 80 percent reported that they would speak less if they felt that their ideas were not valued (Hess and Posselt 2002). This does not mean, of course, that teachers should remain silent in discussions. Nystrand et. al (2003) found that the type of questions teachers asked accounted for the input of the students. Instructors who asked questions that elicited their ideas were much more likely to spark discussion and keep it going than asking test-like questions with one correct answer. Such thought-provoking questions communicate that the professor values what students think beyond reciting what others have said. In other words, respect of the student's thoughts plays an important role in the level of discussions."

Sample of Sources Used:

  • Adriaen, M. (2003). Online discussion lists: promoting active learning and collaboration. CORE. 12(3). [electronic version] http://www.yorku.ca/cst/core/vol12no3/adriaen-discuss.html
  • Briskin, L. (2000) Challenge of classroom silence. CORE. 10(1) [electronic version] http://www.yorku.ca/cst/core/pdf/Vol10Num1.pdf
  • Challen, P.R., and Brazdil, L.C. (1999) Case studies as a basis for discussion method teaching in introductory chemistry courses. The Chemical Educator 4(4): 1-13. Dallimore, E.J., Hertenstein, J.H., and Platt, M.B. Nonvoluntary (2006). Class participation in graduate discussion courses: effects of grading and cold calling Journal of Management Education 30(2): 354-377
  • Green, S.K. and Johnson, C. (2003) I ain't thinkin' bout n....the development of two parallel diversity-related case studies for higher education. College Teaching 51 (4):48-52.
  • Hicks, D. (2002). The Promise(s) of Deliberative Democracy Rhetoric & Public Affairs - 5(2): 223-260

Cite this Research Paper:

APA Format

Discussions in the Classroom (2007, October 17) Retrieved March 26, 2023, from https://www.academon.com/research-paper/discussions-in-the-classroom-98779/

MLA Format

"Discussions in the Classroom" 17 October 2007. Web. 26 March. 2023. <https://www.academon.com/research-paper/discussions-in-the-classroom-98779/>