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Discuss Notes Sound

The document discusses strategies for creating deeper learning through online discussion. It identifies three crucial elements for an effective learning environment: social interactions, cognitive presence, and teaching presence. It provides guidelines for modeling these three presences in a discussion, such as setting parameters, identifying areas of agreement, triggering questions to promote higher-order thinking, and giving feedback to encourage reconstruction of meaning. The document also discusses the active and restrained roles of teaching presence in a discussion, providing structure and guidance while allowing students to explore ideas. Overall, it emphasizes the importance of discussion, participation, and critical thinking in achieving deeper learning outcomes.

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Mary Ellen Bornak
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83 views20 pages

Discuss Notes Sound

The document discusses strategies for creating deeper learning through online discussion. It identifies three crucial elements for an effective learning environment: social interactions, cognitive presence, and teaching presence. It provides guidelines for modeling these three presences in a discussion, such as setting parameters, identifying areas of agreement, triggering questions to promote higher-order thinking, and giving feedback to encourage reconstruction of meaning. The document also discusses the active and restrained roles of teaching presence in a discussion, providing structure and guidance while allowing students to explore ideas. Overall, it emphasizes the importance of discussion, participation, and critical thinking in achieving deeper learning outcomes.

Uploaded by

Mary Ellen Bornak
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPS, PDF, TXT or read online on Scribd
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Discussion

Strategy for Deeper Learning

Mary Ellen Bornak and Michael Hennessey Bucks County Community College

Research Clearly Identifies Elements Crucial to Learning


Interactions that must be present in a learning environment are: Social Cognitive Teaching Presence

Modeling Social Element: Engaging Learners


Set the parameters by the tone of discussion Identify areas of agreement Create consensus/ understanding Encourage participation Humanize discussion Build cohesion/community

Modeling Cognitive Element: Prompt Higher Order Thinking


Trigger questions Create exploration Integrate ideas Reflection Reconstruction Redirection

Recognize/Encourage Cognitive Cycle for Deeper Learning


Construct meaning Share meaning Feedback - rethinking Meaning reconstructed Reflection on outcome

Teaching Presence
Online Interaction:

Student Satisfaction

Creates Cognitive, Social Dynamic Sustains Guidance Provides Immediacy

Teaching Presence: Active Role in Discussion


Motivate Guide Provide structure Give feedback Problem solve

Modeling Teaching Presence: Restrained Role in Discussion


Being there to Monitor for:
Relevance Reconstruction Redirection Expression

Modeling Teaching Presence: Direct Instruction in Discussion


Lecture by discussion Focus on concepts, issues Summarize Confirm understanding Diagnose misperceptions Share knowledge from diverse sources

Teacher Presence as Facilitator


Here are some guidelines:
Be direct Require participation Press for integration of ideas Lead to resolution Provide critical thinking framework

In Good Discussion A Thoughtful Post


Goes beyond simply agree/disagree Examines or questions assumptions Connects ideas

Discussion Strategies that Scaffold Learning


Social acknowledgement Questions Engagement Direct instruction Modeling/examples Feedback/praise Encouraging articulation Management

Discussion that Counts


Make postings mandatory
Give significant grades for quality and participation Assign creative questions

Provide examples of thoughtful posts

Discussion Tips To Keep It Going


Require using quote feature Post reminders Ask for elaboration of vague responses Ask for further comments on provocative posts

Bonks Discussion Rule of 3 to 20


3 percent minimum 20 percent maximum Look for opportunities Post with purpose Make the difference

Student Discussion Feedback


I thought it was very well balanced.
There was enough discussion between students, and Michael stepped in occasionally to redirect where the discussions were going.

I thought the comments that Michael made were thought provoking and were just the right amount to start up a discussion, keep loose control over it, and allow independent thinking.

Feedback: Better than reading


I believe the discussions are more beneficial than the reading. I would read the material and not give a damn. Then, the discussions would infuse me to interject my opinion. I believe more discussions would be beneficial to future students. Even if the same discussion was extended time wise.

Feedback

Although it was a distance

learning course, there was the feeling of class discussion.

Student: It really works


It required everyone's

involvement in discussion rather than only a few active speakers and a teacher that usually happens in face-toface meeting, so I think the COMP distance learning really works.

Lets Put our Heads Together!


Points for Discussion
Other discipline examples? How do you keep value in your discussions? How do you reign-in/refocus wandering discussion? What do you do when a gem of an idea emerges? How do you recognize and help needy students? How do you ignite a faltering discussion?

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