Uncategorized

Guide Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms

Free download. Book file PDF easily for everyone and every device. You can download and read online Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms book. Happy reading Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms Bookeveryone. Download file Free Book PDF Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms Pocket Guide.

Thanks for telling us about the problem. Return to Book Page. Brookfield ,. Stephen Preskill. Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices.

The book also includes new exercises and m Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book.

Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion. Get A Copy. Hardcover , pages.


  • Holdings: Discussion as a way of teaching :!
  • The Swag Man (Kindle Single).
  • Terrible Lord Horxlie and his Evil Eye (Jonathan Howe Book 2)?
  • Facilitating Class Discussions;
  • Discussions.
  • Animal Waste and Water Quality: EPA’s Response to the Waterkeeper Alliance Court Decision on Regulation of CAFOs.
  • Group Work in the Classroom: Types of Small Groups.

Published August 1st by Jossey-Bass first published April 9th More Details Original Title. Other Editions 4. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Discussion as a Way of Teaching , please sign up.

The Oxford Learning Institute has changed

Be the first to ask a question about Discussion as a Way of Teaching. Lists with This Book. This book is not yet featured on Listopia. Community Reviews.

My Wishlist

Showing Average rating 3. Rating details. More filters. Sort order. Aug 25, John Martindale rated it really liked it Shelves: education. An excellent book for anyone who would like to incorporate more discussion in their classrooms. I love all the practical ideas it offered in the chapters: preparing for discussion, getting discussion started, keeping discussion going, and keeping discussion going through creative grouping.

I thought as a review, I'd share a few of their suggestions from these chapters which I hope to incorporate someday while teaching. What's the most important point that's been made in the lecture so far? What question would you most like to have answered regarding the topic of the lecture? What's the most unsupported assertion you've heard in the lecture so far?

Of all the ideas and points you've heard so far, which is the most ambiguous to you? It's often useful to structure a critical reading of text around four general categories of questions: epsitemological, experiential, communicative, and political. Does the writing seem culturally biased?

Are descriptions and prescriptions confused in an irresponsible and inaccurate way? Are the central insights grounded in documented empirical data personal experience counts Are the the ideas presented an uncritical extension of the paradigm within which the author works? Experiential questions How do the metaphors use in the text compare to the metaphors you use to describe your own similar experience?

What experiences are omitted from the text that strikes you as important? If the text addresses experiences with which you are familiar, to what extent are these congruent with or contradicted by your own experiences?


  • The Language Construction Kit.
  • Lazy Luke.
  • Protecting the Pregnant Princess (Mills & Boon Intrigue) (Royal Bodyguards, Book 1)?

Communicative questions To what extent does the text use a form of specialize language that is unjustifiably distant from colloquial language? To what extent is the text connected to practice? Whose voices are heard in the text? Political questions Whose interest are served by the publication of this text? What contribution does the text make to understanding and realization of democratic forms and processes?

Plan Classroom Discussions at Least as Carefully as Lectures

Recalling a memorable experience Have students share an experience that goes with the weakness or strength of a theory. For topics without personal dimensions, allow people to share their experience in trying to understand the topic at hand Find illustrative quotes Have students read a text and find quotes they like or dislike. Have students read and discuss selected quotes State and respond to contentious opening statements Start with a contentious or inflammatory quote. Discussion can then seek to understand why someone might hold such views, what lead them to such and what argument could be given in favor of it?

Start with freely giving narratives. Later incorporate more critical discussion. Circle of voices In a circle, everyone has three minutes to think of what they wanna say. Then it goes around the circle, each having 3 minutes to share. After this, people can only make comments on what others said, unless asked a question Circular desponse discussion To encourage listening skills, start a circle discussion, each has 3 minutes to speak.

The next must summarize what the one said before him and add something related or connected. What data is that claim based on? What evidence would you give to someone you doubted your interpretation?

What does the author say that supports your argument? Where did you find that expressed in the text? Clarification Can you put it another way? What is a good example of what you are talking about? What do you mean by that? Can you explain the term you just used? Could you give a different illustration of your point?

How does that contribution add to what has already been said? Ask hypothetical questions How would X have turned out if Y didn't happen? What might have happened to X if Y didn't do P? How might P be different if Y refrained from X? If X did Y, how might he have changed P? What does you think caused X?

Summery and Synthesis What are one or two of the more important ideas that emerged from this discussion?

See a Problem?

What remains unresolved or contentious about this topic? What do you understand better as a result of this discussion? Based on our discussion, what do we need to talk about next time to so to better understand? What key word or concept best captures our discussion today? He should paraphrase some of the speakers statements, even trying to repeat the actual words. You will be paired with another person for about 10 minutes.

One of you will assume the rule of speaker, and the other will serve as the listener. The speak will have no more than five minutes no more than five minutes to talk about something personal; then we will reverse roles for another five minutes. Although the speaker's words are important, the burden is on the listener to make this exercise successful. The listener doesn't just passively receive the words of the speaker; she must attend carefully to their meaning.