2.50
Hdl Handle:
http://hdl.handle.net/10755/150470
Type:
Presentation
Title:
Beyond the Basics: Strategies for Facilitating Classroom Discussion
Abstract:
Beyond the Basics: Strategies for Facilitating Classroom Discussion
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Hanes, Patricia Frohock, PhD, MSN, MAEd, RN
P.I. Institution Name:Azusa Pacific University
Title:Assistant Professor
[Evidence-based Practice Session - Paper or Poster Presentation] Background: Discussions provide students with an opportunity to bring their own experiences and interpretations into the classroom; however, facilitating these discussions in an engaging and productive way can be challenging. Using adult learning theory and based on the work of Brookfield and Preskill (1999), specific facilitative strategies were adapted for nursing and applied across graduate and undergraduate programs in nursing at Azusa Pacific University. Using a variety of facilitative strategies moves faculty from the position of the ôsage on the stageö to the ôguide on the sideö and allows students to have control over, and become engaged in, their own learning. Feedback from students in graduate and undergraduate programs has been enthusiastically positive. Faculty, as facilitators rather than disseminators, reflect theoretically-based, learner-centered teaching approaches to diverse adult students. Purpose: The purpose of this presentation is to discuss use of different, engaging discussion strategies in the classroom. Conceptual Framework: Adult learning theory based on the work of multiple theorists. Methods: In this session, general principles of facilitation will be discussed, then the following techniques will be defined, described, and explained: cocktail party, snowballing, and jigsaw. In the cocktail party technique, food, presented in a prescribed manner, is used to facilitate informal discussions around specified topical prompts. Snowballing enables students to explore assigned topics in groups of ever-increasing size, beginning with two or three students and expanding to a whole class discussion. In the jigsaw technique, students form groups to discuss assigned topics. These groups re-form by exchanging members to discuss specific elements about their topics then meet again in their original groups to engage in deeper and broader discussion. Reference Brookfield, S. & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBeyond the Basics: Strategies for Facilitating Classroom Discussionen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150470-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Beyond the Basics: Strategies for Facilitating Classroom Discussion</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hanes, Patricia Frohock, PhD, MSN, MAEd, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Azusa Pacific University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">phanes@apu.edu</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session - Paper or Poster Presentation] Background: Discussions provide students with an opportunity to bring their own experiences and interpretations into the classroom; however, facilitating these discussions in an engaging and productive way can be challenging. Using adult learning theory and based on the work of Brookfield and Preskill (1999), specific facilitative strategies were adapted for nursing and applied across graduate and undergraduate programs in nursing at Azusa Pacific University. Using a variety of facilitative strategies moves faculty from the position of the &ocirc;sage on the stage&ouml; to the &ocirc;guide on the side&ouml; and allows students to have control over, and become engaged in, their own learning. Feedback from students in graduate and undergraduate programs has been enthusiastically positive. Faculty, as facilitators rather than disseminators, reflect theoretically-based, learner-centered teaching approaches to diverse adult students. Purpose: The purpose of this presentation is to discuss use of different, engaging discussion strategies in the classroom. Conceptual Framework: Adult learning theory based on the work of multiple theorists. Methods: In this session, general principles of facilitation will be discussed, then the following techniques will be defined, described, and explained: cocktail party, snowballing, and jigsaw. In the cocktail party technique, food, presented in a prescribed manner, is used to facilitate informal discussions around specified topical prompts. Snowballing enables students to explore assigned topics in groups of ever-increasing size, beginning with two or three students and expanding to a whole class discussion. In the jigsaw technique, students form groups to discuss assigned topics. These groups re-form by exchanging members to discuss specific elements about their topics then meet again in their original groups to engage in deeper and broader discussion. Reference Brookfield, S. &amp; Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.</td></tr></table>en_GB
dc.date.available2011-10-26T10:33:54Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:33:54Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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