{"id":63,"date":"2022-10-26T17:35:49","date_gmt":"2022-10-26T21:35:49","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ctlguidebook\/?post_type=chapter&#038;p=63"},"modified":"2024-03-26T15:27:13","modified_gmt":"2024-03-26T19:27:13","slug":"discussion","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/discussion\/","title":{"raw":"Discussion","rendered":"Discussion"},"content":{"raw":"<div class=\"textbox shaded\">\r\n\r\n<strong>On this page<\/strong>\r\n<ol>\r\n \t<li><a href=\"#debate\">Debate<\/a><\/li>\r\n \t<li><a href=\"#learning-cells\">Learning Cells<\/a><\/li>\r\n \t<li><a href=\"#think-pair-share\">Think-Pair-Share<\/a><\/li>\r\n<\/ol>\r\n<\/div>\r\n<h1><a id=\"debate\"><\/a>Debate<\/h1>\r\nAn instructional approach used to encourage discussion between two or more people who are positioned on opposite sides of an issue or topic.\r\n\r\n<em>Promotes: communications, critical thinking, argumentative skills, research<\/em>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/strategies\/debates-2\/\" data-bcup-haslogintext=\"no\">About Debate<\/a>\u00a0(SALTISE)<\/li>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2496#main\" data-bcup-haslogintext=\"no\">Debate Active Learning Activities<\/a> (SALTISE)<\/li>\r\n \t<li><a href=\"https:\/\/vimeo.com\/102855728\" data-bcup-haslogintext=\"no\">Tips on running debates in your classroom<\/a> \u2013 Video (Harvard University)<\/li>\r\n<\/ul>\r\n<h1><a id=\"learning-cells\"><\/a>Learning Cells<\/h1>\r\nThis is used to get students to ask and answer questions they develop themselves based on a reading or lecture.\r\n\r\n<em>Promotes: analysis and knowledge acquisition<\/em>\r\n\r\nLearning cells is a technique used to get students to ask and answer questions they develop themselves based on a reading or lecture.\r\n\r\nTo prepare, students listen to the lecture or do the assigned reading and write questions they have about the material. In class, students work in pairs and ask each other their questions while the instructor circulates, giving feedback and clarifying when appropriate.\r\n\r\n[caption id=\"attachment_455\" align=\"aligncenter\" width=\"960\"]<img class=\"size-full wp-image-455\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells.png\" alt=\"The illustration shows the Learning Cells active learning technique. It consists of two illustrated diagram shown side-by-side. The first one, 1 of 2, show a groups of 12 figure drawn students with a thought bubble above their heads containing &quot;Q &amp; A&quot;. The illustration to the right side of the first one, 2 or 2, shows two pairs of figure drawn students moving sequentially in three repeated turn-based steps with student A presenting a &quot;Question&quot; depicted as a speech bubble above the head to student B who answers as depicted in the speech bubble above the head as &quot;Answer&quot;. This is followed, with arrows in between indicating the turn-based sequence, by the figure drawing of student B presenting a &quot;Question&quot; to the figure drawing of student A indicated in the speech bubble with student A responding indicated in the speech bubble as &quot;Answer&quot;. This is then followed by a third turn with student A asking a question again with a speech bubble indicating &quot;Question&quot; and student B responding as shown in the speech bubble with the text &quot;Answer&quot;. This sequence is illustrated twice, one illustration above the other.\" width=\"960\" height=\"540\" \/> Diagram representing learning cells.[\/caption]\r\n<h1><a id=\"think-pair-share\"><\/a>Think-Pair-Share<\/h1>\r\nStudents take time on their own to consider a question, then with a partner and, optionally, after with the entire class.\r\n\r\n<em>Promotes: analysis and critical thinking, knowledge integration and synthesis<\/em>\r\n\r\n<em>Teaching Technique 37: Think-Pair-Share<\/em> video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=DZEwV_jH7m4\r\n\r\n<em>Online Teaching Adaptation: Think-Pair-Share<\/em> video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=o4QG6qR-BIE\r\n\r\nThink-pair-share is an active learning technique that encourages peer-to-peer collaboration and opportunities for creating a greater sense of classroom community. Students are given a single question to briefly think about individually. They are then asked to share and discuss this question with a partner seated next to them. This paired discussion can then be followed by a full class discussion so that the class can benefit from a broader range of answers and a more comprehensive exploration of the questions. This technique provides opportunities for clarifying misinformation and prompts critical reflection.\r\n\r\n[caption id=\"attachment_456\" align=\"aligncenter\" width=\"960\"]<img class=\"size-full wp-image-456\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share.png\" alt=\"This diagram shows the Think-Pair-Share technique being used when the classroom has flexible seating where chairs and tables can be moved around. Figure drawings representing students can turn to the other figure drawings representing students seated next to them or to groups or four to eight students seated nearby and shown in the diagram illustration because the classroom seating shows a flexible setup.\" width=\"960\" height=\"540\" \/> Think-Pair-Share with a flexible classroom.[\/caption]","rendered":"<div class=\"textbox shaded\">\n<p><strong>On this page<\/strong><\/p>\n<ol>\n<li><a href=\"#debate\">Debate<\/a><\/li>\n<li><a href=\"#learning-cells\">Learning Cells<\/a><\/li>\n<li><a href=\"#think-pair-share\">Think-Pair-Share<\/a><\/li>\n<\/ol>\n<\/div>\n<h1><a id=\"debate\"><\/a>Debate<\/h1>\n<p>An instructional approach used to encourage discussion between two or more people who are positioned on opposite sides of an issue or topic.<\/p>\n<p><em>Promotes: communications, critical thinking, argumentative skills, research<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/www.saltise.ca\/strategies\/debates-2\/\" data-bcup-haslogintext=\"no\">About Debate<\/a>\u00a0(SALTISE)<\/li>\n<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2496#main\" data-bcup-haslogintext=\"no\">Debate Active Learning Activities<\/a> (SALTISE)<\/li>\n<li><a href=\"https:\/\/vimeo.com\/102855728\" data-bcup-haslogintext=\"no\">Tips on running debates in your classroom<\/a> \u2013 Video (Harvard University)<\/li>\n<\/ul>\n<h1><a id=\"learning-cells\"><\/a>Learning Cells<\/h1>\n<p>This is used to get students to ask and answer questions they develop themselves based on a reading or lecture.<\/p>\n<p><em>Promotes: analysis and knowledge acquisition<\/em><\/p>\n<p>Learning cells is a technique used to get students to ask and answer questions they develop themselves based on a reading or lecture.<\/p>\n<p>To prepare, students listen to the lecture or do the assigned reading and write questions they have about the material. In class, students work in pairs and ask each other their questions while the instructor circulates, giving feedback and clarifying when appropriate.<\/p>\n<figure id=\"attachment_455\" aria-describedby=\"caption-attachment-455\" style=\"width: 960px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-455\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells.png\" alt=\"The illustration shows the Learning Cells active learning technique. It consists of two illustrated diagram shown side-by-side. The first one, 1 of 2, show a groups of 12 figure drawn students with a thought bubble above their heads containing &quot;Q &amp; A&quot;. The illustration to the right side of the first one, 2 or 2, shows two pairs of figure drawn students moving sequentially in three repeated turn-based steps with student A presenting a &quot;Question&quot; depicted as a speech bubble above the head to student B who answers as depicted in the speech bubble above the head as &quot;Answer&quot;. This is followed, with arrows in between indicating the turn-based sequence, by the figure drawing of student B presenting a &quot;Question&quot; to the figure drawing of student A indicated in the speech bubble with student A responding indicated in the speech bubble as &quot;Answer&quot;. This is then followed by a third turn with student A asking a question again with a speech bubble indicating &quot;Question&quot; and student B responding as shown in the speech bubble with the text &quot;Answer&quot;. This sequence is illustrated twice, one illustration above the other.\" width=\"960\" height=\"540\" srcset=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells.png 960w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells-300x169.png 300w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells-768x432.png 768w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells-65x37.png 65w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells-225x127.png 225w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/learning-cells-350x197.png 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption id=\"caption-attachment-455\" class=\"wp-caption-text\">Diagram representing learning cells.<\/figcaption><\/figure>\n<h1><a id=\"think-pair-share\"><\/a>Think-Pair-Share<\/h1>\n<p>Students take time on their own to consider a question, then with a partner and, optionally, after with the entire class.<\/p>\n<p><em>Promotes: analysis and critical thinking, knowledge integration and synthesis<\/em><\/p>\n<p><em>Teaching Technique 37: Think-Pair-Share<\/em> video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Teaching Technique 37: Think-Pair-Share\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/DZEwV_jH7m4?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><em>Online Teaching Adaptation: Think-Pair-Share<\/em> video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Online Teaching Adaptation: Think-Pair-Share\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/o4QG6qR-BIE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Think-pair-share is an active learning technique that encourages peer-to-peer collaboration and opportunities for creating a greater sense of classroom community. Students are given a single question to briefly think about individually. They are then asked to share and discuss this question with a partner seated next to them. This paired discussion can then be followed by a full class discussion so that the class can benefit from a broader range of answers and a more comprehensive exploration of the questions. This technique provides opportunities for clarifying misinformation and prompts critical reflection.<\/p>\n<figure id=\"attachment_456\" aria-describedby=\"caption-attachment-456\" style=\"width: 960px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-456\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share.png\" alt=\"This diagram shows the Think-Pair-Share technique being used when the classroom has flexible seating where chairs and tables can be moved around. Figure drawings representing students can turn to the other figure drawings representing students seated next to them or to groups or four to eight students seated nearby and shown in the diagram illustration because the classroom seating shows a flexible setup.\" width=\"960\" height=\"540\" srcset=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share.png 960w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share-300x169.png 300w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share-768x432.png 768w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share-65x37.png 65w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share-225x127.png 225w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-pair-share-350x197.png 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption id=\"caption-attachment-456\" class=\"wp-caption-text\">Think-Pair-Share with a flexible classroom.<\/figcaption><\/figure>\n","protected":false},"author":64,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-63","chapter","type-chapter","status-publish","hentry"],"part":59,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":15,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions"}],"predecessor-version":[{"id":466,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions\/466"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/59"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/63\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=63"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=63"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}