Last edited by Faebei
Thursday, July 23, 2020 | History

9 edition of What"s the point in discussion? found in the catalog.

What"s the point in discussion?

by Donald A. Bligh

  • 62 Want to read
  • 3 Currently reading

Published by Intellect in Exeter, England, Portland, OR .
Written in English

    Subjects:
  • Discussion -- Study and teaching,
  • Forums (Discussion and debate),
  • Group work in education,
  • Learning,
  • Discussion,
  • Conversation,
  • Problem solving,
  • Decision making,
  • Debates and debating,
  • Interpersonal communication

  • About the Edition

    Ms Sarah Cornelius
    University of Aberdeen
    Review published 17 November 2005

    Diana Laurillard [1] has argued that one of the great untested assumptions of current educational practice is that students learn through discussion (Laurillard, 1993). Bligh’s book goes a long way to providing evidence that, at least in a face to face classroom setting, discussion is at least as effective as other methods of teaching. This is a book which draws on a wealth of research and personal experience to present the case that students do learn through discussion, and that as teachers we can do much to nurture and encourage the development of thinking skills, and the development of attitudes and values by using discussion and group work techniques.

    The central idea of the book is that you should ‘start with simple tasks in small groups for short periods of time, and then gradually increase their respective complexity, size and duration’. Indeed this maxim is presented so many times that there is no escaping the message of the book. But other equally important ideas are there too, for example that students need to learn basic thinking and discussion skills, and that teachers need to continuously reflect on and extend their repertoire of techniques.

    The book is written in an easy to read and engaging style, and the frequent use of the first person makes the reader feel that they are really learning from someone with a wealth of experience in this area. The material is structured and organised in such a fashion that the reader can get a feel for the argument from headings and subheadings, whilst more in depth reading will reveal the details of the research which provides supporting evidence. For readers without perfect memories it is suggested Section IV should be the starting point – this is where the ideas are applied and a developmental sequence of discussion methods is introduced. This section includes much thought-provoking and useful content; even for experienced users of techniques such as buzz groups, horseshoe groups, case discussion and different types of tutor led tutorials. Part IV of this book on its own would be useful for most practitioners. Earlier sections build up the case for the application of discussion methods, by reviewing studies of group discussion methods and comparing these with other types of teaching (Part I), by examining why thought and attitudes are developed with a sequence of tasks (Part II), and looking at factors influencing the discussion process (Part III). There are times where experienced teachers might find themselves saying ‘that’s obvious’, but it is reassuring to see that there is evidence to confirm practice.

    The quality of the graphics in this book is disappointing. Whilst diagrams of group arrangements and the structure of certain types of activity are undoubtedly helpful, the presentation is somewhat old fashioned and a bit ‘fuzzy’, with some text that looks as if it has been produced on a typewriter. It is also clear that this book has been written with face-to-face situations in mind. With the increasing use of blended and online learning in higher education, perhaps a useful addition for a second edition would be a Part V to look at the application of the maxim in an e-learning environment.

    Bligh ends with the comment that he will consider the book a success if teachers apply the maxim by increasing and diversifying their repertoire of discussion methods. From that viewpoint it is hard to see how the book will fail – practitioners will find something new in here to try out with their own learners. However, perhaps they will not all want to read the theoretical sections to get to these new ideas.

    [1] Laurillard, D. (1993) Rethinking University Teaching: a conversational framework for the effective use of learning technologies. RoutledgeFalmer, London

    Edition Notes

    StatementDonald Bligh.
    Classifications
    LC ClassificationsLC6519 .B54 2000
    The Physical Object
    FormatPrint
    Paginationviii, 312 p. :
    Number of Pages312
    ID Numbers
    Open LibraryOL6899434M
    ISBN 101871516692
    LC Control Number00708874
    OCLC/WorldCa43779926

    Guidelines for Philosophical Discussion. The core theme of A Bad Case of Stripes is learning to be yourself and being comfortable in your own skin literally. Philosophically speaking, the book deals with the issue of identity, spun in several different :// The discussion should indicate whether \the results met the objectives and include the reasons for it. Writing a Conclusion Section. A conclusion section provides a synopsis of work in which the results findings are mapped to the objectives. The conclusion section can also include lessons learned and future research areas that could shed

      SUMMARIZING. What does summarizing mean? Into the Book, a reading strategies web site for teachers and students, explains that when readers summarize, they “identify key elements and condense important information into their own words during and after reading to solidify meaning.”The site offers a simpler definition for students: “Tell what’s important.” › Home. About The Point of It All. Created and compiled by Charles Krauthammer before his death, The Point of It All is a powerful collection of the influential columnist’s most important ng the personal, the political and the philosophical, it includes never-before-published speeches and a major new essay about the effect of today’s populist movements on the future of global ://

      A new audio book, available on , tells the life stories of three women important to the history of the White Mountain region, including a Mormon handcart pioneer, an Apache   To be blunt and straight to the point, Democrats are economically inept to the point of insanity. They wish they understood it, so they parade around as though they do. The results are that they essentially turn the discipline on its head in order to justify their feelings of a society where no


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What"s the point in discussion? by Donald A. Bligh Download PDF EPUB FB2

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