Challenging approaches: Sharing and responding to weak digital heuristics in class discussions

2021 ◽  
Vol 108 ◽  
pp. 103512
Author(s):  
Sarah McGrew
Keyword(s):  
Class Discussions

What to expect in class discussions

2006 ◽  
Author(s):  
M. Dittmann Tracey ◽  
Keyword(s):  
Class Discussions

Asking for more

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Annerose Willemsen ◽  
Myrte Gosen ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Analytic Study ◽  
Class Discussions ◽  
Whole Class

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course

2021 ◽  
pp. 237337992110500
Author(s):  
Robert W. S. Coulter ◽  
Lindsay Onufer
Keyword(s):  
Public Health ◽  
Mixed Methods ◽  
Active Learning ◽  
Implementation Science ◽  
Mixed Methods Study ◽  
Graduate Level ◽  
Teaching Techniques ◽  
Class Discussions ◽  
Student Accountability

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.

Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

scholarly journals Discussion Support System for Intra-class Discussions and the Criteria for Group Making

2009 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Ikuo Kitagaki
Keyword(s):  
Computer System ◽  
Support System ◽  
Cell Phone ◽  
Group Discussion ◽  
Group Discussions ◽  
Class Discussions ◽  
Other Information ◽  
Group Information ◽  
The Given ◽  
Computerized System

A computerized system has been discussed. It assists group discussion done in a classroom in the way that, first, it presents a topic with the relevant choices, second, each student selects a choice and sends it to the server, third, the server determines the groups according to the choices and other information, forth, it sends to the students’ cell phone the group information with each choice, lastly, students actually make group according to the given information then start to discuss. Relating to the system, this paper describes the configuration of the proposed computer system, two aspects of group division(difference in learning and similarity in learning), the algorithm of the group division, and the execution process of actual group discussions, assisted by this system, about specific topics.

Training of teachers for the implementation of universal design in educational activities

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 137-149
Author(s):  
Nadiia Byrko ◽  
Hanna Tolchieva ◽  
Olha Babiak ◽  
Anna Zamsha ◽  
Oksana Fedorenko ◽  
...  
Keyword(s):  
Secondary Education ◽  
Universal Design ◽  
Theory And Practice ◽  
Group Discussions ◽  
Learning Space ◽  
Educational Activities ◽  
Laboratory Experience ◽  
Class Discussions ◽  
Educational Applications ◽  
Physical Spaces

The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests.  It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

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