This task draws on an immersive pedagogy in which learning takes place within the interactive exchange between and among students and teachers. In response to a weekly reading (which they are assigned), groups of 3-4 students form a panel and (in front of an audience of their peers) dissect key themes, critique sources, and offer points for discussion born out of the reading. The peer-based audience listens to the conversation and is encouraged to offer input. In preparation for this task students are given directions on how to engage productively. For example, there is a need to demonstrate an 'ethics of responsibility approach' in being invitational, respectful, and receptive. Panel discussions aim to demonstrate understanding of content (readings) as well as that of the mechanisms of effective collaboration. This technique not only fosters deep conversation about the readings, but also affords students an opportunity to lead discussions and cultivate various communication skills. This task was partially developed with student flexibility in mind, wherein negotiating competing commitments some students may struggle to engage with all of course content. However, peer led discussion based on an assigned reading allows all students to engage in collegiate ways as part of an open discussion.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- First year, Second year, Third year, Post-graduate
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Low time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills
- CONDITIONS
- Group
- FEATURES
- Authentic
- TAGS
- collaborative learning
Advantages
Encourages the creative generation of new (cogenerated) knowledge and ideas through critical discussion. Fosters collaboration (group work) capabilities which are highly ranked as highly employable skills. Easily matched to any HaSS discipline, but especially suited to those subjects where subjective knowledge can be critically discussed and alternative perspectives entertained.
Challenges
Some students might struggle to contribute or facilitate group discussion. Staff might encourage students to delegate tasks equitably and offer opportunities to practice during tutorials.
Tips for implementation
Staff should emphasise the collegiate value of this task to students. This will also assist to allay anxieties about public speaking.
How it supports academic integrity
Students need to actively facilitate an open discussion in real time, hence outsourcing is not possible. As the object of this exercise is to generate new ideas, any attempts to misattribute published works is also readily identifiable.
Video
Dr Linda Willis
l.willis@griffith.edu.au
Linda is recognised for her research in parent engagement. Her other research interests include dialogic pedagogies, inquiry curriculum, literacy and literacies, preservice teacher education, and educational leadership. Linda uses design-based research together with innovative research methods such as cogenerative dialogues and metalogues. She calls on sociological concepts such as ‘social capital’ and ‘agency as achievement’ to conceptualise how individuals develop and learn particularly in the context of learning communities. Using these concepts she considers how usually marginalised individuals such as parents in schools may be enabled to play more participatory roles as co-educators alongside teachers in their child’s learning. Find out more