Casey Flaim

UNIT: 7 DATE: March 25, 2013

LESSON: Discussion TIME LENGTH: 15 min.

INTASC STANDARDS:

1. Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline he or she teaches and can create learning experiences that make
these aspects of the subject meaningful for students.

2. Multiple Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage student development of critical thinking, problem
solving, and performance skills.
MOTIVATIONAL DEVICE: Students will be presented with a poem. Once they have read the
poem, ask them to discuss within their group what they feel the central idea of the poem is.
When students have completed this, inform them that this is an example of discussion.
INSTRUCTIONAL OBJECTIVES:
1. Given the lecture on discussion students will be able to orally describe what discussion is with
90 percent accuracy.
2. Given the lecture on discussion students will be able to list the four purposes of discussion
with 90 percent accuracy.
3. Given the lecture on discussion students will be able to explain one way they will use
discussion in their classroom with no error.
MATERIALS NEEDED: Pencil
TECHNOLOGY USED: Computer
Commented [1]:
Commented [2]:
Commented [3]:
NCATE/NCTE Standard- 4.3 Integrate interdisciplinary
teaching.
Commented [4]:
NCATE/NCTE Standard- 2.4 Foster critical thinking.


RESOURCES USED: Cruikshank, D.R., Jenkins, D.B., & Metcalf, K.K. (2012). The Act of
Teaching (6th ed.). Boston, MA: Mc-Graw-Hill
Leav, L. (2012). All or Nothing. Retrieved from http://langleav.com/tagged/Poetry/page/5
The Knife Argument. (2010, April 20). Retrieved from
http://www.youtube.com/watch?v=RNs6yZ78Ik4
LESSON TYPE: Discussion and Lecture
LESSON OUTLINE:
1. Introduction
a. Motivational device
b. Definition of discussion: A situation wherein students, or students and a teacher, converse
to share information, ideas, and opinions, or work to resolve a problem.
2. The Purpose of Discussion
a. To review what students have learned
i. Discuss what they have seen and heard.
ii. Explain how this helps students because recalling and talking about what
they have learned allows that information to become more firmly fixed in their
memory.
b. Encourage students to reflect on their ideas or opinions
i. Students share views about what they feel the message of a lesson was and its
effect.
c. To resolve a problem
i. Students are presented with political, economical, or social problems to discuss
and resolve.
Commented [5]:
NCATE/NCTE Standard- 4.8 Help students make
meaning through personal responses.
Commented [6]:
NCATE/NCTE Standard- 2.5 Connect to sociocultural/
educational developments.


ii. Explain how this shows students that there can be many different opinions
on these problems.
d. Improve face-to-face communication skills
i. Students become better at being good contributors, active listeners, making
points, handling disagreements and conflicts, and overcoming fear of speaking
in public.

3. Characteristics of Discussion
a. Interaction pattern
i. Interaction is generally less formal and more conversational.
ii. Conversation may occur among students as well as a student and teacher.
iii. Everyone is an active participant.
b. Group size and composition
i. Whole class or groups.
ii. Small group preferable because they allow more potential for
participation.
iii. There are arguments made for either position on whether groups should
be homogeneous or heterogeneous.
c. Group arrangement
i. To converse students must be face to face. Thus, arranging them in a circle.
ii. Panel discussion can also be used. This is where a group of students
discusses in front of others who observe. Observers are arranged either face to
Commented [7]:
NCATE/NCTE Standard- 3.1 Know skills of English
language.


face or surrounding the students who are discussing.

d. Role of teacher
i. Observer and recorder: When interaction and discussion is strictly among
students.
ii. Participant: When a teacher wishes to be a member of the discussion but
not its official leader.
iii. Facilitator-moderator: Duty of the teacher is to enable learners to reflect
critically on their experiences and to explore different perspectives.
iv. Teachers always have role in which they ensure group members are safe
and comfortable with one another.
4. Good Discussion Leaders
a. Believe students have desire to communicate with others.
b. Have confidence in their students capacities to think effectively.
c. Engage students so they can respond and value each students personal opinion.
d. Involve students in group experiences in which they feel good about themselves and
accept others.
e. Make sure every students opinion is heard and understood.
5. Good Discussions
a. Preparation
i. Decide wether or not you should use a discussion and why you want to use one.

Commented [8]:
NCATE/NCTE Standard- 2.3 Demonstrate reflective
practice, professional involvement, collaboration.


Four purposes: Review, Reflect on opinion, Solve problems, or Improve
communication.
ii. Are your students ready? Do they know material well enough to discuss?
iii. Are students familiar with discussion?
Ensure they know its not competitive.
b. Delivery
i. Make sure students understand the purpose of the discussion.
ii. Ensure that you are relating the discussion something the students have
previously learned or something upcoming.
iii. If organizing students in a group make sure they know if they have a certain
job within a group. (Ex. facilitator, recorder)
c. Closure
i. Close discussion earlier than planned or whenever the discussion has
accomplished its purpose.
ii. Review what was said.
iii. Point out where they need to go from here and how it will tie in with future
work.
8. Limitations
a. Students do not know enough about the material or are not mature enough to engage in
discussion.
b. Discussion can be dominated by a few students.
c. Some learners reluctant to participate.
Commented [9]:
NCATE/NCTE Standard- 4.7 Emphasize varied
purposes for language use.


d. Time

Show the 12 Angry Men The Knife Argument Youtube video as an example of
limitations that can occur. Have students discuss what they saw wrong with the
discussion happening in the clip. Ask students to share what the people in the clip
should have done differently to engaged in a proper discussion.
9. Summary
a. Discussion can help students to extent knowledge, examine ideas and opinions, solve
problems, improve communication skills.
b. To use effectively teachers must decide the role they play in the discussion, the
composition and arrangement of the class, and make sure students are prepared to discuss
the informative.
KEY QUESTIONS:
1. In your own words, what is discussion?
2. What are the four purposes of discussion?
3. Give one example of how you would use discussion in your classroom?
CLOSURE: Use key questions (stated above) to close the lesson.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Tier 1: Basic students will be put into one group to discuss what the central idea of the
poem is, with teacher there to be the facilitator-moderator.
2. Tier 2: On Level students will be put into a group to discuses what the central idea of
the poem is, with teacher there as a participant.
Commented [10]:
NCATE/NCTE Standard- 4.6 Foster critical analysis of
media and technology.


3. Tier 3: Advanced students will be put into a group to discuss what the central idea of
the poem is on their own, with teacher there solely as an observer.



Poem for Motivational Device

All or Nothing

If you love me
for what you see,
only your eyes would be
in love with me.

If you love me
for what youve heard,
then you would love me
for my words.

If you love
my heart and mind,
then you will love me,
for all that Im.

But if you dont love
my every flaw,
then you mustnt love me-
not at all


-Lang Leav
Commented [11]:
NCATE/NCTE Standard- 2.6 Demonstrate role of
arts/humanities in learning.