Green's discussion method techniques:
Greene (2000) describes following discussion method techniques.
1:-Turn to Your Neighbor: (Conversation with the student sitting next )
This method is used to get easy and quick answers to queries. It is very simple in which a question is asked and students consult the student sitting next to them for the answer. Students are usually given 30 seconds to discuss a question.
2:- Round Robin:
This method is useful when students are divided into groups (three to four students in each group). The teacher asks a question and students sitting in a circle quickly share their answers. This method is also useful for getting quick answers from students. Students give answers until the teacher stops them. Finally, group members share their answers with the class. The teacher can call any member for discussion and ask other members to explain what is being discussed.
3:- Line Ups:
In this technique, students are arranged according to some criteria such as height, weight, date of birth or alphabetical order. The teacher asks a question. On this occasion, the members of the last ends of the row come in front of each other by moving in such a way that two rows are formed facing each other. Then the students talk to another student standing in front of them while the teacher can call the helper student for feedback or any random student can be called. This technique provides opportunities for students to get out of their seats and talk to a larger group of students for a larger discussion.
4:- Value Line:
This technique requires length. It is used when the teacher wants students to take a stand on an issue. When the teacher presents a question or problem, the students stand in rows on either side of a line. On one side of the line are those who agree with the issue and on the other side are those who disagree. Students can be invited, in no particular order, to discuss the points they hear from others in contrast to their own. This technique also gives students an opportunity to get out of their seats and express many different types of opinions. Monitoring students in this technique is a challenge for the teacher. In this technique, the material or work is distributed to each member of the group. Each person is assigned a part of the required work. A teacher usually uses this method to distribute a task so that each student can take part in it. Students share their information to the other group members. Students need each other's support to get the most out of the experience.
5:- Sharing Limited Resources:
This is another technique for creating positive interactions. Students are provided with a paper, book, question paper or assignment to complete the task. Limited resource techniques not just budget constraints but also an excellent strategy for increasing cooperation in a group.
6:-
Question and Answer Pairs:
The teacher
makes the class sit in a circle and divides the students into pairs. These
pairs quiz each other on an assigned study or practice revision before a test.
These pairs are named according to number 1 and number 2. Number 1's are
instructed not to move while number 2's are asked to remain active during the
practice. Now the teacher asks a question and students number from number
1group and number 2 work together in pairs to find the best possible answer.
The teacher counts the time before the No. 2s move to the left and meet the No.
1s next to them. Then they write the answer to the next question on the
revision sheet. This process continues until number 2s have gone around the
room and returned to their seats. Students should be encouraged to answer any
question they are absolutely sure about. The questions on which they are not
completely sure should be revised. Students gain a variety of benefits from
being able to communicate with each other.
7:- Advanced Preparation Pairs:
The group has to write a short analysis on a paper based on the expressed ideas, connections and opinions about the assigned study. Students bring the note books to the class. Members of their core group or peer pairs listen to team members, read, edit and check the paper. After brainstorming on the paper, each group explains an important point on the paper. Then there is a discussion in a large group as to why this point was considered important. The above discussion on different types of classroom discussion not only gives the teacher an opportunity to improve the teaching process but also fosters students' interest in critical thinking and teaching.
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