This discussion entails a review of chapters 9,10,11,12 and 13, identifying which point is thought to be important and why. In chapter nine, the point of planning how to conduct each discussion session is essential. "Plan how you will conduct each discussion session" (p97). Preparation for the upcoming discussion session is key as it will give guidance through the discussion. It will ensure the discussion becomes a success.
On encouraging student's participation in the discussion as in chapter ten, the use of tokens to encourage discussion is an important point. (p108) Awarding students any time they participate is vital as it will inspire many students who are unwilling to participate in discussion since they will be rewarded for it (Head & Schapire et al., 2016).
Delegate your assignment to our experts and they will do the rest.
I find the explanation of ground rules as an essential point, as shown in chapter eleven: "Explain the ground rules". (p114). In online discussions, it is vital to ensure all the guidelines have adhered. These rules are essential throughout this discussion as to some extent; they ensure mutual respect is maintained at all costs and bad behavior avoided.
Chapter twelve talks on asking questions as questions are central in the whole process of learning. As discussed in page 118, discussing on how to call on students to answer questions is significant. Some students may consider a specific method adopted on calling upon them to answer questions and may become hostile (King-Sears & Margaret et al., 2015). It is necessary to choose a technique friendly to students.
“Avoid dismissing a naïve question”( p129), encourage the students not to fear to ask questions which may look easy. It is important to make sure those asking these questions get clarity on where they don't understand (Dedy & Fecso et al., 2016). This helps you to win the class goodwill as in chapter thirteen.
References
Dedy, N. J., Fecso, A. B., Szasz, P., Bonrath, E. M., & Grantcharov, T. P. (2016). Implementation of an effective strategy for teaching nontechnical skills in the operating room: a single-blinded nonrandomized trial. Annals of surgery , 263 (5), 937-941.
Head, B. A., Schapmire, T., Earnshaw, L., Faul, A., Hermann, C., Jones, C., ... & Pfeiffer, M. (2016). Evaluation of an interdisciplinary curriculum teaching team-based palliative care integration in oncology. Journal of Cancer Education , 31 (2), 358-365.
King-Sears, Margaret E., et al. "An exploratory study of universal design for teaching chemistry to students with and without disabilities." Learning Disability Quarterly 38.2 (2015): 84-96.
