Making sense of science: Argumentation for meaning-making in a teacher-led whole class discussion

2012 ◽  
Vol 16 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Audrey Msimanga ◽  
Anthony Lelliott
Keyword(s):  
Meaning Making ◽  
Class Discussion ◽  
Making Sense ◽  
Whole Class Discussion ◽  
Whole Class

scholarly journals Mini Research of Mandarin Oriental Singapore’s Commercial Text among New Students: A Commercial Material Development

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Lilik Istiqomah
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Small Group ◽  
Meaning Making ◽  
Class Discussion ◽  
Participatory Action ◽  
Material Development ◽  
New Students ◽  
Whole Class Discussion ◽  
Whole Class

<p class="05IsiAbstrak">This article mainly explores Mandarin Oriental Singapore’s Commercial Text among New Students: A Commercial Material Developments. This study uses participatory action research (PAR). The result indicates that</p><p class="05IsiAbstrak">commercial texts in the classroom student had autonomy in making a decision on particular lexico-grammatical resources they need to learn more or discuss with their pair, small group, and whole class discussion. They learn not only by locally produced materials but also commercial materials. These commercial materials drove them drawing on observation and reflective data, as the students engaged in meaning-making activities, they analyzed a variety of texts they read and shared the outcome of the analysis with their peers. This meaning-making engagement allowed them to understand and interpret texts in new and varied ways (Hodgson-Drysdale, 2014) so that relationship between content and language was evident.</p>

Comparing whole-class discussion and task-based activity

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Thoraya Farzaneh ◽  
Alessandro Benati
Keyword(s):  
Class Discussion ◽  
Pedagogical Approach ◽  
Instructional Treatment ◽  
L2 Learners ◽  
Whole Class Discussion ◽  
Instructional Treatments ◽  
Whole Class ◽  
Positive Results ◽  
And Task

This study examined the participation patterns and effectiveness of two different instructional treatments: Treatment One consisted of a task-based activity; Treatment Two used a whole-class discussion approach (Q/A paradigm). The research investigated which instructional treatment was more relevant and effective. The quantity of information learners could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each treatment was carried out for approximately one hour and then participants were asked to write a summary. After a week, students were given a piece of paper to summarise what was carried out the week before to see how much information they could remember. All the interactions were transcribed. L2 learners’ response towards the task based activity showed positive results and the task-based activity treatment was considered a better pedagogical approach.

The silent and the vocal: Participation and learning in whole-class discussion

2017 ◽  
Vol 48 ◽  
pp. 5-13 ◽  
Author(s):  
Catherine O'Connor ◽  
Sarah Michaels ◽  
Suzanne Chapin ◽  
Allen G. Harbaugh
Keyword(s):  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

Investigating the combined effects of group size and group composition in online discussion

2020 ◽  
pp. 146978742093852
Author(s):  
Tingting Yang ◽  
Heng Luo ◽  
Di Sun
Keyword(s):  
Group Size ◽  
Group Composition ◽  
Online Discussion ◽  
Learning Experience ◽  
Learning Performance ◽  
Class Discussion ◽  
Combined Effects ◽  
Advantages And Disadvantages ◽  
Whole Class Discussion ◽  
Whole Class

Discussion has been widely used in courses, both online and otherwise, as it provides opportunities for students to construct knowledge through interaction with peers and instructors. Grouping students is a prominent strategy in the use of discussion. However, simply dividing students cannot guarantee active participation and high learning performance. There is therefore a need to pay attention to the structure and/or features of grouping, especially group size and group composition. The study described in this article focuses on the combined effects of group size and group composition in online discussion. It investigates whether students in small groups have different participation behaviors and learning performance compared to students in whole-class discussion. In addition, the influence of group composition is examined by comparing students’ participation and learning performance from high, medium, and low social-connected groups. Furthermore, this study also investigates how students’ perceived learning experience differs among these three differently-connected group compositions. The results indicate significantly different participation behaviors and learning performance between small-group and whole-class discussion. The effects of group composition are also shown in students’ learning behaviors, performance, and perceived experience. The results also reveal both advantages and disadvantages of different group types. The findings are expected to inform the design and implementation of grouping methods and extend our understanding of online discussion.

Sorting Activities for Polygons

1998 ◽  
Vol 3 (6) ◽  
pp. 444-445
Author(s):  
Carol G. Williams
Keyword(s):  
Small Groups ◽  
Class Discussion ◽  
Geometric Properties ◽  
Geometric Figures ◽  
Probability And Statistics ◽  
Whole Class Discussion ◽  
Whole Class ◽  
Primary Focus

To encourage students to “identify, describe, compare, and classify geometric figures” (NCTM 1989, 112), I have developed materials and activities that involve sorting polygons. Although teachers can adapt these activities for students at various levels, they are particularly appropriate for the middle schooler. I have designed them for use in small groups, with whole-class discussion at the conclusion. Although geometric properties and definitions are the primary focus, various forms of the activities also encourage reasoning, communication, and measurement. These simple and inexpensive materials can be used for extensions involving probability and statistics as well.

International Perspectives: Using Dialogue

2006 ◽  
Vol 11 (6) ◽  
pp. 270-273
Author(s):  
Rachel New
Keyword(s):  
Class Discussion ◽  
Problem Situations ◽  
International Perspectives ◽  
Questions And Answers ◽  
Whole Class Discussion ◽  
Whole Class ◽  
Working Out

In preparing to teach speed to a Y10 intermediate class in a multicultural secondary modern, I was aware of the difficulty in getting students not only to follow a complex logical argument, but also to be able to reproduce it in a variety of different problem situations. Normally one would set out the working out for the problem below as a sequence of calculations, with some verbal but fairly formal explanation in a whole class discussion. Some questions and answers would feature, and students would generally be able to follow the logic of each step.

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