This unit on discussion skills was designed for junior high school students who have elementary discussion skills. The two primary student objectives are: (1) to be able to express themselves openly, but without hurting the feelings of other people; and (2) to improve their discussion skills. The 12 lessons in the unit focus on freedom of…

Results of a survey indicate that about 74 percent of those teaching introductory college speech courses use group discussion techniques as part of their class activities. The most prominent group assignments are panel discussions and symposiums. Other popular activities include discussions on determining class procedures, on social issues, and on…

It was hypothesized that increases in the amount and specificity of information furnished to a discussion group would facilitate group decision making and improve other aspects of group and individual performance. Procedures in testing these assumptions included varying the amounts of statistics, examples, testimony, and augmented information…

This guide, designed for use by educators and interpreters, outlines principles and techniques for effective talks and discussions. Four main headings are included. The first, Introduction, describes the major premises of the guide, mainly (1) teaching is an art as well as a skill; (2) teaching involves a relationship between teacher and learner…

Discusses the use of "talk" to prepare students for reading; as an instrument for learning and thinking; and as an instrument for social and emotional growth. A taped discussion is presented: seven girls who speak five different languages discuss a story they have read. (EJS)

This study investigated the communication styles of 5 mentors in telementoring a class of 33 preservice teachers. Electronic forum was the instrument of communication between the mentors and the students, and a Web-based computer mediated communication system was used to facilitate the instruction in the course. Data collected in an 8-week period…

Presents a method for observation and analysis of videotapes called deep viewing through the use of communal talk, pictures, and writing. The paper explains its applications to teacher education and details activities that link it to a greater understanding of teaching. (SM)

A way in which to shift the focus away from lecture and the professor during class time to student-centered discussion groups is presented. An exercise used in a course on chemical process analysis that uses the group discussion method is included. (KR)

In a guided book review, small groups of teachers read a book pertaining to their professional area, think about what they read, and meet to discuss their reactions. The article explains the essential steps of the review process and discusses governance, recruitment, scheduling, and the merits of the process. (SM)

Farmer-scientist focus sessions represent a means by which participants exchange ideas for action, identify researchable topics, and enhance long-term farmer-scientist team work. Three examples involving controlling weeds, disposal of cull onion, and food safety concerns are described that illustrate the types of issues treated, the format, and…

Describes how the authors have facilitated student-led literature discussions in their second- and third-grade classrooms. Outlines the basic organizational structure that fosters response-driven conversations about books. Illustrates the various ways students speak meaningfully with each other about the literature (including inferential…

Examines patterns of talk and the nature of talk in two different classrooms discussing Shakespeare's "Hamlet." Finds that the images of Hamlet and Gertrude were strikingly different: in the college class, the characters were confined to stereotypical gender roles; while in the high-school class, such stereotypes were refuted. (SR)

Discussion of asynchronous communication in online learning environments focuses on a collaborative, constructivist discussion that considered what constitutes acceptable participation in an online doctoral forum. Presents selections from a class discussion and concludes that students see the value of counting contributions even though they object…

Outlines an approach for post-secondary educators to improve the quality of electronic discussion groups. Using a template of macros constructed in Microsoft Word, the authors explain a system of coding called cognotes and discuss an evaluation method where higher order critical thinking skills are given greater value toward higher grades.…

Identifies reasons for using discussions as part of online courses. Outlines a framework for designing successful discussions; presents guidelines for facilitating discussions for maximum learning; and discusses evaluation of online discussions. Three figures list the four steps or components that are involved with each of these processes. (AEF)