Teaching Strategy #2: Discussion

Discussion can be used in multiple ways when teaching, whole-class approach and small group approach however we will focus on looking at whole-class discussion. Using whole-class discussion has two common purposes; solve a problem/question or enhance students’ knowledge or understanding (Killen, 2009). Killen also states that discussion is a versatile teaching and learning strategy, able to be implemented and adapted to suit any year level and subject (2009, pg.147). It is also a learner-centred strategy, allowing students an opportunity to take control and be responsible for their learning. Hartman and Sanabria (n.d.) suggest that when using discussion as a teaching strategy, it allows an opportunity for learning in an innovative, creative and interesting way for both students and teachers. Some of the advantages, as found in Killen (2009, pg. 149), include; discussion assists in students social interaction and communication skills, assists students to develop metacognitive skills and simply helps students to learn and help teachers to see the learning in progress. There are also some limitations with using discussion as a teaching strategy too, such as talkative students dominating the discussion and student disengagement through not staying on task (Killen, 2009).

In accordance with the UDL guidelines (CAST, 2011), discussion allows opportunity’s for expression and communication as well sustaining effort and persistence. I believe that discussion is incredibly useful and that it should be implemented regularly as a teaching strategy as it is beneficial for students to deepen their understanding despite some of the possible limitations.

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