Using Class Discussion As A TS

Using whole-class discussion to teach EMS
1 Introduction
• Whole-class discussion is used to explore a broad range of perspectives on a
specific issue in order to help learners develop their communication skills.
• Killen (2010) reminds us that we must not fall into the trap of thinking the
purpose of the lesson will be just to have a discussion.
• He goes further on to say that, “ discussion is a tool, not an end in itself” which
must leave learners in no doubt about what they are to discuss and why they are
discussing it.
• In this regard you will not only prepare yourself for the discussion but help your
learners prepare themselves for this discussion.

2 Learning outcomes
After studying this study unit learners should be able to:
• Indicate whether whole-class discussion is an appropriate teaching strategy for

helping learners to achieve particular outcomes
• Implement whole-class discussion in your classroom effectively
• Integrate whole-class discussion with other teaching strategies
• Evaluate the success of using whole-class discussion
3. Important features when using whole-class discussion
• Bridges (1979) suggests that for a discussion to be called academic (one that is
designed to help learners learn) learners must talk, listen, respond to one another, put
forward more than one viewpoint collectively and must have the intention of
developing their knowledge and understanding of the issue being discussed
Although the discussion must be active and learner- centred, the teacher will
• determine the desired outcomes, control learner activities and maintain the
focus of the lesson.
• It is very important that you the teacher do not dominate the discussion, learners
should be talking the majority of the time with you offering a suggestion now and
then and guiding them when the discussion loses focus
• Remember that whole-class discussion is not designed to find the ‘correct’ answer to
any question. Rather, it should lead to informed and rational views on an issue
• A discussion will be pointless unless learners know exactly what the purpose of the
discussion is and a clear idea of what they should be learning
4 Basic structure of the lesson
• 4.1 Introduction
• A few days before your lesson, learners should be briefed about what will happen
during the lesson and what the expected learning outcomes will be.
• They should also be asked to gather information on their own about internal
control processes in the business so that they can make informed suggestions.
• Compile a set of probing questions that will be asked during the lesson in order to
start the discussion and steer it at various times to another point for example,
“Can you suggest why......?”.
• Questions are important as they will stimulate learners to think and explore
ideas. Remember that other questions may arise as the discussion progresses so
be prepared by having a deep and thorough understanding of this topic.
• Since you asked learners to read about this topic, your knowledge should not be
limited to what is in the textbook as they may be more knowledgeable than you.
4.2 The lesson presentation
• Initiate the discussion by asking the following focus question (one that a number of
different responses is possible) that will set the scene for the discussion, “What do we
mean by internal control processes in a business?” or you can give a scenario.
• As the discussion proceeds you can write main points that emerge on the board to use
later as part of the notes.
• Sometimes during the discussion learners may not have sufficient background to develop a
solution to the problem and you can provide your input without taking over the discussion.
• Encourage learners to think deeply about the viewpoints and not be critical of others
opinion.
• Learners will lose interest easily if they see the discussion has no point therefore you must
keep the discussion moving and on the right track.
• Dillon (1981) suggests that the teacher must listen attentively to the entire discussion to
set an example to the learners.
• At intervals you must give praise where it is due and ask learners for examples of points
put forward.
Continued from previous slide
• Paraphrasing, repeating certain things learners have said and inviting learners to
elaborate will stimulate their interest.
4.3 A structured conclusion to the lesson
• It is always important to bring a discussion to a definite conclusion rather than
stopping because you have run out of time or ideas.
• Once you feel that you have gathered enough information under each of the sub-
headings then you can bring the discussion to an end by saying, This has been a
really valuable exercise and we managed to agree on many issues which we can
explore further.” You must make learners feel that this has been a valuable
exercise and their contributions have been invaluable.
• You can summarise the discussion by picking out significant points. Alternatively if
a problem arose during the discussion you can ask learners to think about this
problem over the next few days and set a time aside in the next few lessons to
resolve this problem.
4.4 Reflection
• You can reflect on your lesson by asking yourself the following questions:
• Did the learners achieve the expected outcomes during this lesson? If not,
why?
• How can I improve on this lesson? Besides what was planned for the
lesson, did the discussion reveal other important issues that you had
forgotten or did not know about?
• Were the learners motivated and co-operative and did they enjoy this
lesson? If yes, how can I use the lesson to teach other topics? If no , what
went wrong during the lesson? What can be done to make it right?
• Did the learners merely state points or did they challenge each other and
was the discussion relevant and logical
• Were there any negative outcomes from this lesson for e.g a learner was
laughed at and became upset and cried and refused to speak any further.
How can you prevent this in future?

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Using whole-class discussion to teach EMS

After studying this study unit learners should be able to:

• Indicate whether whole-class discussion is an appropriate teaching strategy for

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