DISCUSSIONS

THAT WORK

Presented by

Colin Pring

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Giving the discussion a purpose: the task

Group work is one pedagogical strategy that promotes participation and interaction. It fosters a deeper and more active learning process, and it also provides instructors with valuable demonstrations of the degree to which students understand particular topics or concepts.

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When the group is given a task to perform through verbal interaction, all speech becomes purposeful, and interesting.

Therefore, teachers should be clear in what is the purpose and what is the topic of the presentation they have to do.

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Tips to

managethe

discussions

• Establish clear ground rules for discussion.

• Provide electronic supplementary course/discussion materials.

• Give clear descriptions of visual materials.

• Paraphrase questions and answers and highlight key points throughout discussions.

• Create options for electronic discussions.

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Theoretical Factors for tasks

• THOUGHT

Language use implies thought. The kinds of thinking involved can be described in terms of logical relationships and processes.

THINKING

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Some of them are:

GENERALIZATION EXEMPLIFICATION

ANALYSIS SYNTHESIS

EVALUATION CONTRAST

ANALOGY COMPARISON

PRIORITY CAUSE

REASON PURPOSE

RESULT

INFERENCE IMPLICATION

INTERPRETATION

SUMMARY AMPLIFICATION

ALTERNATIVITY

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• RESULT

Each task consists of a thinking process and its outcome in the form of a tangible result.

< First, it focuses and defines what the speaker has to do.

< Secondly, it provides a clear signal that the speakers has finished.

< Thirdly, it provides a basis for feedback.

TICK OFF

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• LANGUAGE-PRACTICE EFFICIENCY

Teachers have to be careful in the type of speech they set. It is important to check the stimulus for talking. Also, the time use to speak must be control for the teacher in order not to be excess the participation of other students when working in groups.

USE

OF

LANGUAGE

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SIMPLICITY

The simpler the task, the more chance it has of

sucess. The main point is that the final aim should be

sufficiently simple to be clear to participants at all

stages.

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• The task should be simple from the teacher´s point of view as well as it should be simple to prepare. Time consuming kills inspiration and effectiveness in preparing speech as students have to type, duplicate, correct and finally the presentation could be too long that it is not finished orally.

PREPARATION

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INTERACTION• It might be

superfluos to say that the task must entail interaction, yet it is very easy to set a task that fulfils all the other conditions and not the previous mentioned.

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• To say that a language-learning activity should be interesting is, again, stating the obvious. Student motivation and performance are dependent to a large extent on the interest and enjoyment generated by the activity.

INTEREST

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TYPES OF ACTIVITIES THAT WORK

• ROLE PLAY• MONOLOGUE• DIALOGUE• DEBATE• PPT• STORY TELLING

04/13/2023 Free template from www.brainybetty.com

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