Discussion As A Teaching Strategy

Discussion as a Teaching Strategy The modern concept of teaching is to facilitate learning.
Along this, it is believed that there is no successful teaching done by the teacher if there is no evident learning in the learners. Teaching is an art form all its own. It has order, function, purpose, meaning, and, like art, evolves and takes shape within the imagination and mind of the teacher. At the disposal of the teacher are many ways or strategies that can be utilized to ensure that those being taught are truly and fully comprehending and utilizing any and all knowledge accumulated and assimilated. Method is the procedure by which a goal is reached, a purpose is accomplished, or result is achieved. It includes the various ways by which the teacher teaches the facial expressions, tone of her voice, and her manner of speaking and acting. To accomplish goals of a learning situation, a teaching method/strategy of the learning. And one of this strategy is discussion. Different people and even experts will have differing definitions of what exactly is discussion. A very concise, yet highly intelligent definition has been given for the word and teaching strategy known as Discussion. Larson (1997) also stated Gall (1985) reported that discussion is an effective way to promote higher-level thinking, develop student attitudes, and advance student capability for moral questioning. Discussion works to incorporate the combined knowledge of mainly the students involved, with minimal yet important guidance and assistance from the teacher, to facilitate the spread and assimilation of knowledge. According to experts, for discussion to be effective in the classroom, teachers must know how to allow the students to take control of the discussion, but at the same time, direct and instruct the students in how to have meaningful discussion. Discussion may require teachers to relinquish to students more of their authority over the instructional process than recitation or questioning does. Teachers feel they have more control over their classes when they recite (lecture) or ask questions to which they expect prescribed, concrete answers. Discussion to be effective in the classroom, teachers must take an overt stance, allowing the students free range in their discussion, but with focus on the topic at hand. This is where the issue of interactions within discussions comes into focus. According to Larson, interactions among students, and also between the teacher and students, is an assumed component of classroom discussion. This is obviously important, because in addition to the students talking amongst themselves, the teacher must, at times, provide input that fosters and promotes deeper, focused thinking, which in turn enhances any discussion. Returning to a previously mentioned aspect of discussion that is extremely important to the strategy is the fact that, for discussion to be effective, another necessary component is knowledge of how to discuss. Discussion skills include listening, clearly making claims, supporting claims with facts, helping a group move through obstacles, critiquing ideas and not individuals (keeping a high respect for human dignity), and developing together a shared understanding of the problem or issue. Teacher should focus on helping students build some sort of conversation the students immediate need before s/he focuses on deepening that conversation. So, in general, discussion is of course utilized for the benefit of the students, but not simply to learn material, topics, or subjects, but to also teach students how to become well integrated, functioning members of their society. Discussion, as mentioned before, can be a powerful tool if used properly and with preparation. It can be both advantageous and detrimental to learning. It is the responsibility of the teacher to ensure that any discussion conducted has meaning and an outcome that promoted learning. Roles of a Teacher in Discussion tell the students that what is written in the books they read reading is done aloud, with the whole class require a wide knowledge of the subject matter
Conclusion Discussion, as a teaching strategy, provides the opportunity for learning in innovative, creative, and interesting ways for both the teacher and the students. It is a divergence from the norm, which can help students learn more than what they usually are capable of by drawing their interests. Like everything else, however, it has its advantages and disadvantages, as was just addressed. However, if one comes to understand and properly manipulate the power of discussion, then the worlds of possibilities you can open up for your students are ones that can only work in their favor, exponentially increasing their success as individuals.
As the scope of home economics training broadened, the variety of professions in home economics increased. Overall, the study of home economics has been influenced by the changing quality of modern life. Today, home economics students are no longer taught merely how to cook and sew but also how to buy the food they prepare and fabrics for the clothing they make. GOALS, PRIORITIES, DIRECTIONS OF HOME ECONOMICS Home economics and practical arts is a part of the general education program which aims to develop knowledge, understanding, abilities, skills and desirable attitudes which are needed in everyday living. The primary aim in the teaching of Home Economics and Practical Arts is to harness the ability of an individual to cope with his personal and social life as well as share this with people around him. Here are some Goals, Priorities of Home Economics: 1. Does responsibilities to oneself satisfactory 2. Acquire further knowledge, skills and attitudes in meeting personal and family needs. 3. Acquire additional knowledge , skills and attitudes toward work that will help improve family and community life. 4. Develop interest in different work for earning a living life gardening, livestock raising, industrial works, food preparation and serving, food preservation, sewing and retail merchandising. 5. Acquire knowledge and skills in effective and efficient management of the home. 6. Develop and practice work ethics. In the light of the aforementioned objectives, the home economics and practical arts program emphasizes such mental processes as valuing, thinking, creating, and mastering. And to prepare the students to be better equipped in facing the hard chances of life by letting them practice what they learn in their home economics.

Discussion As A Teaching Strategy

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Discussion as a Teaching Strategy The modern concept of teaching is to facilitate learning.

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