Lakhasly

Moreover, great emphasis is placed on creating a classroom environment that encourages students to interact with one another.The teacher also encourages cooperative learning and emphasizes the need for students to engage in meaningful dialogue.Although the teacher initiates the activity, he or she does not assume a leadership role but rather participates as a member of the group, and everyone adheres to the guidelines for acceptable discussion behavior.- 107 - The list that follows contains a set of basic skills that most experts in human communication would agree are necessary for participants to be successful in a large-group classroom discussion.On the contrary, an effective plan for discussion must provide only the organizing framework to ensure meaningful and productive dialogue.If a teacher wishes to create for students the same sense of satisfaction or completion achieved by the TV writer, then that teacher must learn how to use planned endings, or closure, skillfully.Research in the psychology of learning indicates that learning increases when teachers make a conscious effort to help students organize the information presented to them and perceive relationships based on that information.To determine what can be learned from a completed laboratory experiment, an extended research project, or a meaningful field trip.To explore the similarities and differences of various environments.Most experts in group dynamics agree that one of the keys to preparing for successful classroom discussion is the ability of the teacher to create an atmosphere of trust among students and between teacher and students.Before you implement your plan for conducting a discussion, be certain to include time for familiarizing your students with the skills needed to participate effectively in an open group discussion.Before you begin doing this, you should take time to familiarize yourself with the kind of organizing framework an experienced teacher might use for planning a successful discussion: 1- Have a goal (objective) in mind to serve as a guideline for what students are expected to learn.3- Prepare the materials to be used; that is, readings, DVDs, or Web sites to be explored, list of discussion questions.Discussion serves several important purposes as a vehicle for involving students in learning: 1- Students acquire new knowledge.2- Develop a clear statement of the content to be covered; that is, concepts to be developed or issues to be explored.4- Formulate a set of procedures or guidelines for participation.To end a skill-building activity, such as practicing basic functions in arithmetic.The constructivist views the teacher, for the most part, as a facilitator.The teacher provides learning situations in which students have an opportunity to conceptualize for themselves and create their own understandings.That is why dialogue, or classroom discussion, is being viewed as one of the most important learning situations teachers can use to help students create knowledge for themselves.Successful completion of these questions meets the objective of the learning activity.- 106 - Preparing Students for a Discussion: Although learning how to plan for a successful discussion is extremely important, it is just as important to know how to prepare students to participate effectively in discussion.Ensuring meaningful discussion requires the same care you give to planning an entire lesson.- 108 - This does not mean that the outcome of a discussion is something one should predict or predetermine.5- Create a means to evaluate discussion results through written homework, classroom activity, testing, or observation of student response to oral questions.Closure is a term used to refer to those actions or statements by teachers that are designed to help students bring things together in their own minds, to make sense out of what has been going on during the course of the lesson.To reinforce the presentation of a guest speaker.A planned discussion is one that permits open interaction between student and student as well as between teacher and student.- 104 - Exercise (3): The following questions are designed to determine your knowledge and comprehension level.Students must be made to feel that the classroom is a safe place to express their ideas and feelings without running the risk of being embarrassed or ridiculed.Many teachers make the mistake of thinking that students are born with the ability to communicate effectively in an open discussion.Students must learn the basic skills required to participate effectively in a discussion.Study the list carefully before initiating your first classroom discussion.5- Learn to cooperate for the purpose of seeking solutions to the problem at hand.7- Learn to stay focused on the issue and avoid irrelevant comments, questions, or stories.Planning a Discussion: Although good discussion can evolve spontaneously, there is no guarantee this will happen on a regular basis.- 110 - When to Use a Planned Ending: Now that the planned ending has been defined and its purposes explained, you are ready to focus specifically on when the teacher uses it in the course of the lesson.This is the function of both planned beginnings and planned endings.To end a long unit of work that the class might be studying, such as animals, plants, or atom structure.To consolidate learning of a new concept or principle.To consolidate learning experiences on a field trip.2- They learn to express clearly their own ideas or views.- 103 - 3- They learn to evaluate their own thinking and the thinking of others.4- They learn to reflect on ideas different from their own.5- They learn to share personal opinions.Examples of when to use discussion ?To compare different solutions to the same problem.1- Define in your own words the term planned discussion.2- State three specific purposes for using planned discussion in a lesson.- 105 - 3- Describe briefly three different situations in which you would use a planned discussion in your lessons.This is just not true.1- Listen respectfully even if you disagree with what is being said.4- Learn to take responsibility for getting a task done.6- Learn to listen critically.An effective lesson plan will usually indicate where the students will be going, how they will get there, and how they will know when they have arrived.Making certain that students know when they have arrived is the result of the skillful teacher's use of the planned ending.Examples of when to use a planned ending ?To follow up a homework assignment reviewed in class.To end a laboratory exercise.??..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................2- Learn to avoid interrupting others when they are speaking.3- Learn to keep an open mind to different points of view.8- Learn how to come to a common understanding to which all can agree.- 109 - Third: What Is a Planned Ending?Another way to look at the planned ending is to compare it to the paper-and-pencil process of lesson planning.The role of the teacher is to plan a lesson so that it begins and ends in such a way as to involve the students in learning.???????- 111 - ???

Moreover, great emphasis is placed on
creating a classroom environment that
encourages students to interact with one another.
The constructivist views the teacher, for the
most part, as a facilitator. The teacher provides
learning situations in which students have an
opportunity to conceptualize for themselves and
create their own understandings.
The teacher also encourages cooperative
learning and emphasizes the need for students to
engage in meaningful dialogue. That is why
dialogue, or classroom discussion, is being
viewed as one of the most important learning
situations teachers can use to help students create
knowledge for themselves.
A planned discussion is one that permits
open interaction between student and student as
well as between teacher and student.
Although the teacher initiates the activity, he
or she does not assume a leadership role but
rather participates as a member of the group, and
everyone adheres to the guidelines for acceptable
discussion behavior.
Discussion serves several important purposes
as a vehicle for involving students in learning:
1- Students acquire new knowledge.
2- They learn to express clearly their own
ideas or views.

• 103 -
  3- They learn to evaluate their own thinking
  and the thinking of others.
  4- They learn to reflect on ideas different
  from their own.
  5- They learn to share personal opinions.
  Examples of when to use discussion
   To compare different solutions to the same
  problem.
   To determine what can be learned from a
  completed laboratory experiment, an extended
  research project, or a meaningful field trip.
   To explore the similarities and differences of
  various environments.


• 104 -
  Exercise (3):
  The following questions are designed to
  determine your knowledge and
  comprehension level. Successful completion of
  these questions meets the objective of the
  learning activity.
  1- Define in your own words the term planned
  discussion.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………..………
  …………………………………………………
  …………………………………………………
  ………………………………………………….
  2- State three specific purposes for using
  planned discussion in a lesson.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………


• 105 -
  3- Describe briefly three different situations
  in which you would use a planned
  discussion in your lessons.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………............
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………............


• 106 -
  Preparing Students for a Discussion:
  Although learning how to plan for a
  successful discussion is extremely important, it
  is just as important to know how to prepare
  students to participate effectively in discussion.
  Most experts in group dynamics agree that one
  of the keys to preparing for successful classroom
  discussion is the ability of the teacher to create
  an atmosphere of trust among students and
  between teacher and students.
  Students must be made to feel that the
  classroom is a safe place to express their ideas
  and feelings without running the risk of being
  embarrassed or ridiculed.
  Many teachers make the mistake of thinking
  that students are born with the ability to
  communicate effectively in an open discussion.
  This is just not true.
  Students must learn the basic skills required
  to participate effectively in a discussion. Before
  you implement your plan for conducting a
  discussion, be certain to include time for
  familiarizing your students with the skills needed
  to participate effectively in an open group
  discussion.


• 107 -
  The list that follows contains a set of basic
  skills that most experts in human communication
  would agree are necessary for participants to be
  successful in a large-group classroom discussion.
  Study the list carefully before initiating your first
  classroom discussion.
  1- Listen respectfully even if you disagree
  with what is being said.
  2- Learn to avoid interrupting others when
  they are speaking.
  3- Learn to keep an open mind to different
  points of view.
  4- Learn to take responsibility for getting a
  task done.
  5- Learn to cooperate for the purpose of
  seeking solutions to the problem at hand.
  6- Learn to listen critically.
  7- Learn to stay focused on the issue and
  avoid irrelevant comments, questions, or
  stories.
  8- Learn how to come to a common
  understanding to which all can agree.
  Planning a Discussion:
  Although good discussion can evolve
  spontaneously, there is no guarantee this will
  happen on a regular basis. Ensuring meaningful
  discussion requires the same care you give to
  planning an entire lesson.


• 108 -
  This does not mean that the outcome of a
  discussion is something one should predict or
  predetermine. On the contrary, an effective plan
  for discussion must provide only the organizing
  framework to ensure meaningful and productive
  dialogue.
  Before you begin doing this, you should take
  time to familiarize yourself with the kind of
  organizing framework an experienced teacher
  might use for planning a successful discussion:
  1- Have a goal (objective) in mind to serve as
  a guideline for what students are expected
  to learn.
  2- Develop a clear statement of the content to
  be covered; that is, concepts to be
  developed or issues to be explored.
  3- Prepare the materials to be used; that is,
  readings, DVDs, or Web sites to be
  explored, list of discussion questions.
  4- Formulate a set of procedures or guidelines
  for participation.
  5- Create a means to evaluate discussion
  results through written homework,
  classroom activity, testing, or observation
  of student response to oral questions.


• 109 -
  Third: What Is a Planned Ending?
  If a teacher wishes to create for students the
  same sense of satisfaction or completion
  achieved by the TV writer, then that teacher
  must learn how to use planned endings, or
  closure, skillfully.
  Closure is a term used to refer to those
  actions or statements by teachers that are
  designed to help students bring things together in
  their own minds, to make sense out of what has
  been going on during the course of the lesson.
  Research in the psychology of learning
  indicates that learning increases when teachers
  make a conscious effort to help students organize
  the information presented to them and perceive
  relationships based on that information.
  Another way to look at the planned ending is
  to compare it to the paper-and-pencil process of
  lesson planning. An effective lesson plan will
  usually indicate where the students will be going,
  how they will get there, and how they will know
  when they have arrived.
  Making certain that students know when they
  have arrived is the result of the skillful teacher’s
  use of the planned ending.


• 110 -
  When to Use a Planned Ending:
  Now that the planned ending has been
  defined and its purposes explained, you are
  ready to focus specifically on when the teacher
  uses it in the course of the lesson.
  The role of the teacher is to plan a lesson so
  that it begins and ends in such a way as to
  involve the students in learning. This is the
  function of both planned beginnings and planned
  endings. For help in learning when to use a
  planned ending in a lesson, carefully study the
  following list of situations.
  Examples of when to use a planned ending
   To end a long unit of work that the class might
  be studying, such as animals, plants, or atom
  structure.
   To consolidate learning of a new concept or
  principle.
   To close a discussion.
   To end a skill-building activity, such as
  practicing basic functions in arithmetic.
   To follow up a film, TV program, or video.
   To end a planned activity on the computer.
   To consolidate learning experiences on a field
  trip.
   To reinforce the presentation of a guest
  speaker.


• 111 -
   To follow up a homework assignment
  reviewed in class.
   To end a laboratory exercise.
   To organize thinking around a new concept or
  principle (such as “all languages are not
  written,” or “different cultures reflect different
  values”(.


• 112 -
  Exercise (4):

1- Define the term planned ending (closure)
in your own words, and explain three
specific purposes planned endings serve
in involving students in learning.
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………..………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
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• 113 -
  2- Respond to the following statements by
  placing the letter T next to those that are
  true and the letter F next to those that
  are false.
  1-
  A planned ending is a natural
  complement to a planned
  beginning.
  2-
  A planned ending is less
  important than a planned
  beginning because students could
  misbehave when they feel that
  the class period about to be
  ended.
  3-
  A planned ending helps students
  know when they have achieved
  lesson objectives.
  4-
  One of the purposes of a planned
  ending is to draw attention to the
  end of a presentation.
  5-
  A planned ending provides an
  opportunity for students to
  review what they are supposed to
  have learned.
  6-
  A planned ending is a natural
  phenomenon and does not
  require planning.
  7-
  One of the purposes of the
  planned ending is to help
  organize student learning.


• 114 -
  8-
  Timing is critical in using a
  planned ending.
  9-
  A planned ending helps to get
  your lesson off on the right foot.
  10-
  One of the purposes of a planned
  ending is to consolidate or
  reinforce the major points to be
  learned in a presentation.
  3- Describe briefly three different
  situations in which you could use a
  planned ending to involve students in
  learning.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………..………
  …………………………………………………
  …………………………………………………
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  ……………………………………………….......
  ................................................................................


• 115 -
  Exercise (5):
  Following these directions are three
  hypothetical learning situations. Read each
  one carefully and plan a closure of your own
  that you feel would work effectively in that
  particular situation.
  Situation 1: You have just completed a
  presentation on the steps one takes in preparing
  Oxygen gas.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  ………………………………………………….
  Situation 2: You have reached a point in a class
  discussion at which it would be appropriate to
  close.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  ………………………………………………….
  Situation 3: You have presented an important
  concept in science to the class and have asked
  the students how the idea might be used in other
  situations.
  …………………………………………………
  …………………………………………………
  …………………………………………………
  …………………………………………………