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.

scholarly journals Power Posing for Increased Participation

2018 ◽  
Vol 42 (6) ◽  
pp. 9
Author(s):  
Sara Schipper
Keyword(s):  
Class Discussion ◽  
Voluntary Participation ◽  
Participation Rates ◽  
Class Discussions ◽  
Hands On ◽  
Study Support ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The University

Power posing—assuming an expansive posture, such as hands on the hips and legs spread apart—has been shown to increase feelings of power, confidence, and willingness to take risks. Is it possible that two minutes of power posing in the university classroom could give students the confidence necessary to volunteer answers in a whole-class discussion? The results of this study support the researcher’s prediction that assuming a powerful posture for two minutes in the classroom leads to increased voluntary participation in whole-class discussions. These results could have meaningful implications for teachers struggling with low participation rates in their classrooms. 両手を腰に当て、足を大きく広げるというパワーポーズは、人に力強さを感じさせ、その人の自信や挑戦心を高める効果があると証明されている。果たして大学での授業内クラス・ディスカッションにおいて、同等の効果は検証されるだろうか。本論では、仮説通り2分間のパワーポーズの使用によって、学生の自発的発言量が増加することが確認された。この研究結果は学生の自発的発言が少ないと大変な思いをしている英語教員にとって有意義な手助けとなるかもしれない。

scholarly journals PENDAMPINGAN PENYUSUNAN PROPOSAL PENELITIAN TINDAKAN KELAS (PTK) UNTUK GURU SEKOLAH DASAR DI KECAMATAN KASIMAN KABUPATEN BOJONEGORO

Jurnal ABDI ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Rini Setianingsih ◽  
Manuharawati Manuharawati ◽  
Sutinah Sutinah ◽  
Agung Lukito
Keyword(s):  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

Masih banyak guru yang mengalami kesulitan dalam melakukan penelitian, sehingga perlu dilakukan upaya yang dapat menumbuhkan sikap, kemampuan dan keterampilan meneliti pada para guru. Untuk keperluan tersebut, Tim Pelaksana melakukan kegiatan PKM yang bertujuan untuk mendeskripsikan kualitas proposal PTK yang disusun oleh guru-guru SD di Kecamatan Kasiman Kabupaten Bojonegoro, dan respon peserta. Sebagai khalayak sasaran adalah 40 orang kepala sekolah dan guru SD. Materi tentang Konsep PTK disampaikan dengan setting lecture dan whole class discussion, kemudian dilanjutkan dengan workshop penyusunan proposal PTK. Secara umum peserta merespon positif karena 36 peserta (92,31%) menyatakan bahwa kegiatan pendampingan ini sangat bermanfaat, meskipun waktunya terlalu singkat.

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