Webinar May 5th 18 - 19 http://www.engagingscience.eu/en/2016/05/03/webinar2/

1. Teaching strategies to help students discuss,
share opinions, listen to others
and make decisions
John WardleAndrea Mapplebeck Alexandra Okada

2. Webinar: Dilemma with Group Discussion
1. Welcome and the overview Andrea Mapplebeck
2. Dilemmas with discussion through ENGAGE John Wardle
3. Group discussion methods in the classroom Andrea Mapplebeck
4. Classroom examples of teachers Ale Okada
5. Challenges and Recommendations Andrea Mapplebeck
6. Questions raised by participants Ale Okada
7. Next Steps John Wardle
8. Thank you and wrap up Andrea Mapplebeck

3. Questions and Comments
engagingscience.eu/en/2016/05/03/webinar2

4. engagingscience.eu/en/2016/05/03/webinar2
Please share here your comments and questions….

5. Dilemmas with group discussion
through ENGAGE

6. We have a dilemma... ...what next?
...provide opportunities for students to extend (elaborate)
their knowledge and understanding .
In Engage we do this through group discussion.
1. What is a (productive) discussion?
2. What are the challenges for the teacher?

7. What does the Research say?
The use of small-group discussions based on a combination of:
• internal conflict - i.e. where a diversity of views and/or
understanding are represented within a group
• external conflict - i.e. where an external stimulus presents a
group with conflicting views
resulted in a significant improvement of students'
understanding of evidence.
Bennett J, Lubben F, Hogarth S, Campbell B (2004) A systematic review of the use of
small-group discussions in science teaching with students aged 11-18, and their
effects on students’ understanding in science or attitude to science.

8. What does the Research say?
1. Group leadership is crucial in promoting discussion. In
addition, the leader must be inclusive, share tasks, and
promote reflection.
2. Allocating roles leads to effective discussion when clear
tasks are set.
3. Groups function more purposefully when differing views
are represented.
King, H. (2011). Using small group discussions in science teaching.

9. What does the Research say?
4. All male groups confront differences and all female groups
tend to search for common features to avoid conflict.
Friendship groups (generally single-sex) function more
effectively than teacher constituted groups.
5. Reasoning within groups tends to be limited and agreements
are reached for social reasons rather than as a result of
evidence-based discussion.
6. Discussion is more productive if students are given cues
including fixed concepts and unquestionable data.
King, H. (2011). Using small group discussions in science teaching.

10. Six Group Discussion Methods
in the classroom

11. SIX GROUP DISCUSSION METHODS
Conscience alleyway Consequences wheelMind Movies
Two Stray, One Stay Jigsaw4 Corners

12. What other group discussion methods
have you used?

13. Which Engage lessons have you used
group discussion methods with?
Which methods did you use, how did they go,
did you have to adapt them for your students?

14. Classroom examples
of Teachers

15. Play
Discuss how to use what
you know about
atmospheric carbon
dioxide in a new context.
Create framework by
dragging cards using
the Game board.
Players
Talk
Think
EngagingScience.eu
7
Year
CarWars-Material Which car would you buy?

16. CarWars–GroupDiscussion
• Support students to transfer their knowledge into the
learning tasks
• Check if all students understand the tasks and rules of
discussion
• Ask students to reflect on others opinions related to
present and future
• Manage the time to ensure that students will keep
focused discussion
Strategies
Challenges
• How would you support students’ interaction in group
discussion simultaneously ?
Question

17. 8
Discuss how Earth’s
resources are limited and
need to be conserved.
Create a menu for
Christmas with insects
and justify the choice.
Talk
Think
Eatinsects-Material
EngagingScience.eu
PlayPlayersYear
Would you eat insects?

18. EatInsects–GroupDiscussion
• Guide students to balance discussion and explain
decisions or opinions with arguments and evidence
(using knowledge and facts)
• Transfer students’ interest into the learning tasks
• Identify opportunities for students to vote or select
choices
• Discussed how the lesson could be expanded to
include fieldwork, numeracy , ethics, technology, etc
Strategies
Challenges
• How would you evaluate students’ outcomes during and
after group discussion?
Question

19. Play
2
Discuss if we should we
ban sugary drink sales to
under–18s?
Select strong evidence
cards linked to
arguments.
PlayersSteps
Talk
Think
BanCola
EngagingScience.eu
Should we ban sugary drinks?

20. BanCola–GroupDiscussion
• Put the accent not in winning the discussion but in
learning and evaluating ideas
• Start the dilemma lesson with authentic tasks related
to the theme
• Create opportunities for students having ownership of
tasks outcomes
• Support students to evaluate claims in a positively
critical way.
Strategies
Challenges
• How would you promote group and self-assessment?
Question

21. Challenges and Recommendations

22. What are some of the challenges of using
group discussion methods and
how have you overcome them?

23. Conclusions