Discussion As A Way Of Teaching
Published on 16. September 1999
Book
Paperback/Softback
224 pages
978-0-335-20161-7 (ISBN)
Description
This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms.
Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on:
* How to prepare students and teachers to participate in discussion
* How to get discussions started
* How to keep discussions going
* How to ensure that teachers' and students' voices are kept in some sort of balance
It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.
Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on:
* How to prepare students and teachers to participate in discussion
* How to get discussions started
* How to keep discussions going
* How to ensure that teachers' and students' voices are kept in some sort of balance
It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.
More details
Persons
Stephen Brookfield began his teaching career in 1970 and has worked in England, Canada, Australia and the United States, teaching in a variety of college settings. He has written and edited eight books on adult learning, teaching and critical thinking and is a three time winner of the Cyril O. Houle World Award for Literature in Adult Education. After 10 years as a Professor of Higher and Adult Education at Columbia University in New York, he now holds the title of Distinguished Professor at the University of St. Thomas in St. Paul, Minnesota.
Stephen Preskill has spent twenty years as a teacher in public schools and universities. For the last twelve years he has been a Professor at Carleton College (Northfield, Minnesota), the University of St. Thomas (St. Paul, Minnesota) and the University of New Mexico (Albuquerque) where he holds the title of Associate Professor of Education. His interests are in the history and philosophy of education, the ethics of educational leadership, the biographies of American social activists, and connections between education and democracy.
Stephen Preskill has spent twenty years as a teacher in public schools and universities. For the last twelve years he has been a Professor at Carleton College (Northfield, Minnesota), the University of St. Thomas (St. Paul, Minnesota) and the University of New Mexico (Albuquerque) where he holds the title of Associate Professor of Education. His interests are in the history and philosophy of education, the ethics of educational leadership, the biographies of American social activists, and connections between education and democracy.
Content
Discussion in a democratic society
How discussion helps learning and enlivens classrooms
Preparing for discussion
Getting discussion started
Keeping discussion going through questioning, listening and responding
Keeping discussion going through creative grouping
Discussion in culturally diverse classrooms
Discussion across gender differences
Keeping students' voices in balance
Keeping teachers' voices in balance
Evaluating discussion
References
Index.
How discussion helps learning and enlivens classrooms
Preparing for discussion
Getting discussion started
Keeping discussion going through questioning, listening and responding
Keeping discussion going through creative grouping
Discussion in culturally diverse classrooms
Discussion across gender differences
Keeping students' voices in balance
Keeping teachers' voices in balance
Evaluating discussion
References
Index.