Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
64 - Discussions
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Teaching sessions are often restricted to ‘talk, demo, do’ and, of course, this is sometimes an appropriate plan. However, a discursive element is rarely allowed into our teaching. This may be to do with the material or it may be to do with letting go of full control but there are occasions when a discussion amongst the group could illuminate issues that you want to cover. For example, a discussion of how learners typically find material could help more than a prescriptive ‘best way to search’ talk from you. Discussions will naturally tap into the experiences and knowledge of the group and help you to form clear strategies to help them build on that base. Discussions also allow the possibility for reflection on practice, thus encouraging deeper learning.
Have clear parameters for the discussion and always stay in control. Do not allow participants to stray too far from the topic but be flexible enough to follow interesting routes through it. Have a set of key questions and/or interventions ready and be prepared to take some notes as the discussion happens so that you can provide a summary at the end.
✓ BEST FOR
• groups
• mature learner
• staff development.
+ MORE
• This will almost certainly work best with learners that are either mature enough to be comfortable discussing issues, with groups that have been together for some time and/or with groups with whom you have built up a relationship. Always prepare – this is not an activity that you can easily perform without some rescue strategies in reserve – and have a summary of the main issues ready to act as prompts or instead of the discussion if it is failing.
• A discussion can be structured using a handout or guidance on a slide – this can help keep the discussion on track and to time. It will also help guide your learners to reach conclusions rather than just have a rambling discussion. You might want to have a handout that has a series of key questions to guide the discussion.
• Remember, you might be able to elicit some of these questions from the learners before the session – especially if this is a staff development event – so you make the discussion even more explicitly structured around the learners’ needs and wants.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 174 - 175Publisher: FacetPrint publication year: 2011