Pros and Cons of Whole Group Discussion

Pros and Cons of Whole Group Discussion ​ Whole Group Discussion is  a method of teaching that involves a modified form of classroom lecture. In this model, the focus is shared between the instructor and the students throughout the information exchange. Typically, an instructor will stand before a class and present information for the students to learn but the students will also participate by answering questions and providing examples. Pros of Whole Group Discussion as a Teaching Method Many teachers support this method as whole group discussions typically provide greater interaction between teacher and students. It provides a surprising amount of flexibility in the classroom, despite the lack of the traditional lecture. In this model, instructors give up the format of dictating the lecture and instead control what is being taught by steering the discussion. Here are a few other positive outcomes from this teaching method: Auditory learners find them appealing to their learning style.Teachers can check on what students are retaining through questions posed.Whole group discussion is comfortable for many teachers because it is a modified form of the lecture.Students have a tendency to stay focused on the lesson because they might be called on to answer questions.Students may feel more comfortable asking questions during whole group discussions. Cons of Whole Group Discussion as a Teaching Method: Whole group discussions can be unsettling for some teachers, as they require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go off-topic. This requires strong classroom management, something that can be a challenge for inexperienced teachers. A few other drawbacks of this option include: Students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson.Some students may not feel comfortable being put on the spot during a whole group discussion. Strategies for Whole Group Discussions Many of the strategies below can help prevent the cons created by whole class discussions. Think-Pair-Share:  This technique is popular in the lower elementary grades to encourage speaking and listening skills. First,  ask  students  to think  about their response to a question, then ask them to pair up  with another person (usually someone nearby). The pair  discusses their response, and then they  share that response with the larger group. Philosophical Chairs:  In this strategy, the teacher reads a  statement that has only two possible response: to agree or to disagree. Students move to one side of the room marked agree or to the other marked disagree. Once they are in these two groups, students take turns defending their positions. NOTE: This is also an excellent way to introduce new concepts to the class to see what students know or do not know about a particular topic. Fishbowl: Perhaps the most well-known of classroom discussion strategies, a fishbowl is organized with  two-four students who sit facing each other in the center of the room. All the other students sit in a circle around them. Those students seated in the center discuss the question or predetermined topic (with notes). Students on the outside circle, take notes on the discussion or on the techniques used. This exercise is a good way  to have students practice discussion techniques using follow-up  questions, elaborating on another person’s point or paraphrasing. In a variation, students on the outside may provide quick notes (fish food) by passing them to students on the inside for use in their discussion. Concentric Circles Strategy:  Organize students into  two circles, one outside circle and one inside  circle so that each student on the inside is paired with a  student on the outside. As they face each other, the teacher poses a question to the whole group. Each pair discusses how to respond.   After this brief discussion, the students on the outside circle move one space to the right. This will mean each student will be part of a new pair.  The teacher can have them share the results of that discussion or pose a new question.  The process can be repeated several times during a class period. Pyramid Strategy: Students begin this strategy in pairs and  respond  to a discussion question with a single partner. At a signal from the teacher,  the first pair joins another pair which creates a group of four. These groups of four share their (best) ideas. Next, the groups of four move to form groups of eight in order to share their best ideas. This grouping can continue until  the whole class is joined up in one large discussion. Gallery Walk: Different stations are set up around the classroom, on the walls or on tables. Students  travel from station to station in small groups. They perform a task or respond to a prompt. Small discussions are encouraged at each station. Carousel Walk:  Posters are set up around the classroom, on the walls or on tables. Students are divided into small groups, one group to a poster. The group brainstorms and reflects on the questions or ideas by writing on the poster for a specific duration of time. At a signal, the groups move in a circle (like a carousel) to the next poster. They read what the first group has written, and then add their own thoughts by brainstorming and reflecting. Then at another signal, all groups move again (like a carousel) to the next poster. This continues until all the posters have been read and have responses. NOTE: The time should be shortened after the first round. Each station helps students to process new information and read the thoughts and ideas of others.   Final Thoughts: Whole group discussions are an excellent teaching method when used in conjunction with other methods. Instruction should be varied from day to day to help reach the most students possible. Teachers need to provide their students with note taking skills before starting discussions. It is important that teachers be good at managing and facilitating discussions. Questioning techniques are effective for this. Two questioning techniques that teachers employ is to increase their wait time after questions are asked and to only ask one question at a time.

Political Conflict between Iran and Israel Research Proposal

Political Conflict between Iran and Israel - Research Proposal Example The Israeli government has presented considerable argument regarding Iran’s development of nuclear technology along with their funding and support for a number of terrorist organizations in the Middle East, and Israel’s response towards these circumstances may have been arousing opposition and suspicion among international governments, agencies, and military leaders (Perkowich, 2005). Their attack on Iran may yield devastating consequences on human life as well provoke political hostility and military violence as these war preparations have been considered as one of the largest threats to political stability and international peace. Moreover, Iran-Israel war can bring about adverse effects on the economic conditions of both countries as well as other affected nations. The nuclear program of Iraq has become one of the most important issues for the global community over the past years. Initially, in 1968, Iran signed the Nuclear Nonproliferation Treaty as they frequently claimed that their nuclear activities are intended for peaceful and productive outcomes. However, in 2003 to 2005, it was reported by an Iranian opposition group that the implementation of nuclear program violated the signed agreement; consequently, the International Atomic Energy Agency (IAEA) carried out several rigorous inspections, revealing that Iran has been involved in a number of implicit nuclear activities such as the enrichment of uranium and plutonium separation efforts over the past two decades. As Iran’s case was reported to the United Nations Council in 2006, it was formally demanded that the nuclear program drop its reprocessing and enrichment activities (Kemp, 2003). However, contrary to legal decisions, Iran did not suspend such processes. There has been an agreement in the global community, particularly among the United States, Russia, and Europe, that nuclear weapons should not be obtained by Iran. If this is to happen, other Middle East countries such as S yria, Saudi Arabia, or Egypt, may be encouraged to make use of nuclear weapons, hence further weakening an unstable region (Tarock, 1999). Policies in Iran, along with aggressive statements presented by President Mahmoud Ahmadinejad and other authorities in the country, have put forth the notion that nuclear weapons in Iran will pose considerable threats particularly to Israel. On the longer run, nuclear threats also await the United States, Russia, and Europe if Iran is to acquire long-range ballistic missiles and other nuclear weapons and resources. The current study, therefore, intends to examine the issue between Iran and Israel, particularly the impact of the former’s nuclear policies and program on the latter. It also aims to look into the consequences of Israel-Iran conflict on the economic performance of the Middle East and other affected nations.

Education by computer -a better way Research Paper

Education by computer -a better way - Research Paper Example Nonetheless, despite wide acceptability of this trend, there has been debate from many quotas on the suitableness of this, as a schoolrooms method. The question of whether computers are the best way to go has been motivated by a myriad of factors such as, the cost and maintenance of computers and the whether it adds value or it is just a passing fad. The importance of the roles played by computers in the modern classroom will be discussed with the intent of logically proving that they are they are a crucial aspect of modern education. Keen consideration into the basic psychology of most school going children age ranging from early childhood to late teens will reveal one common factor, they all benefit more from practical student centered learning as opposed to, teacher centered learning. Here, computers come in handy; a teacher will instruct a student on how to obtain information using a certain software or website. The teacher will just require providing the basic skills and he/ she will leave the student to do the rest as the teacher supervises. Students and teachers can use LCD projectors, Digital cameras I pads and smart boards among other technological equipment to harness the power of computer technology in class (Meador). ... Besides considering learners today, especially teens spend much of their time on their iPhones and laptops browsing and chatting, it is natural for them to be more interested in a class that has computers. This is because they will using the same gadgets they normally associate with fun and leisure, and having conditioned themselves thus they are likely to react favorably to technology in class ultimately translating in higher grades. As aforementioned, computer education, or education through computers provides learners with invaluable computer skills, which can serve them well in retrospect as they enter the job market or self-employ. Furthermore, there is innumerable gaming software that can be used inside or outside the classroom situation, to develop not only the computer skills but also the psychomotor skills such as hand and eye co-ordination in young children. Math and mind games also help learners develop; analytical and critical thinking and problem solving skills that cont ribute to their personal and professional growth. Other benefits of gaming activities include improved memory and dexterity with computers, which is one of the requirements for one to excel in the games (Salgado). Teachers as parts of lessons can use these games or curricular activities as part of team building by diving learners in groups and having them compete against each other. They also allow a chance for the more bookish students to shine in co-curricular activities to make up for lack of finesse in the field or gym. Online tutoring is another crucial benefit having computers in the classroom since learners are able to stay in contact with their teachers through the internet. They can consult them

The death penalty is not a deterrent Research Paper - 1

The death penalty is not a deterrent - Research Paper Example Pillsbury argued that it is the violence of our crimes that is the problem and not the number of crimes. And in dealing with the American homicide problem, we need to approach it squarely with all the help we can muster from social scientists, lawyers, police officers, community leader and activists, even novelists and movie makers. Each of these people provides a different perspective on what makes people commit crime, and each provides a different solution in dealing with the criminal who committed the crime. (Pillsbury 3) A police officer who apprehended the criminal may want conviction and incarceration. The psychiatrist may ask for psychiatric treatment, while a social reformer may ask that the offender be given family support which he/she lacked when the crime was committed. Each professional or actor in the justice system may want a different approach. But this will hold only for as long as each respects the other. The criminal, after a psychiatric treatment, may find himself a promoter of social reform, but not capital punishment. This paper will provide an answer to the question whether the criminal deserves punishment and not the death penalty. Is capital punishment a deterrent to a convict’s commission of another crime? Or is it a deterrent for others to commit a crime? Literature Review Proponents of the death penalty provide four fundamental rationales in imposing it: ‘deterrence, instrumental perspective, retribution, and incapacitation’ (Lambert and Clarke, qtd. in Elechi, Lambert and Ventura 110). Proponents argue that people can be stopped from committing crimes by imposing severe sanctions and executing criminals deters others who planned to commit crimes from doing so. Proponents also advocate that the death penalty is an ‘effective deterrent than life imprisonment’ (Elechi et al 110). Retribution is vengeance (Mitchell 480). Statistics about homicide rates in conjunction with execution rates Since 1999 the mu rder rate has remained unchanged despite the decline of death sentences, executions, and the size of death row. (â€Å"Death Penalty Information Center† para. 1) In the so-called execution capital of the nation, Texas, executions go up the same thing with homicide. For example in Bexar, San Antonio, with a population of about 1.4 million, the murder rate is 14.91, executions registered at 18 and executions per 1,000 murders are 4.3; in El Paso, a population of .7 million, the murder rate is 6.60, execution 1; in Tarrant (Ft. Worth), population of 1.5, murder rate is 12.78, executions 22, and executions per 1,000 are 6.5; in Dallas, a population of 2.2 million, the murder rate is 19.33, executions 26, and executions per 1000 murders are 3.1. The hiatus in executions during 1972 to 1976 was brought about by the Supreme Court’s ruling in Furman v. Georgia, which states that capital punishment in America was cruel and unusual punishment. (â€Å"Mortal Justice: The Demogra phy of the Death Penalty† 40) Statistics about homicide rates in conjunction with life imprisonment States, which do not have the death penalty and only have life imprisonment, have reported lower murder rates. In 2010, the murder rate in death penalty states was 5.00, while the murder rate in non-death penalty states was 4.01 or a difference of 25%. In other words, death penalty or life imprisonment has no deterrence on violent crimes like murder. The murder rate is calculated by dividing the total

Roman Civilization Essay Example | Topics and Well Written Essays - 1000 words

Roman Civilization - Essay Example In addition, military leaders won considerable popularity among the people by their impressive victories and opposition to traditional senatorial government. The most telling examples of how an influential leader could ascend to the pinnacle of power, pushing into the background the other political institutions, are Marius with his 7 consulates, Sulla, eventually becoming a dictator, unlimited by time or by law; Crassus and Pompey, repeatedly achieving their consulate, and, finally, Caesar. The reform of the army, which became a fundamentally important aspect of Roman history started at about 107 BC during the war between Rome and the Numidian king Jugurtha. This war got a particularly scandalous publicity, since the enemy was so shamelessly bribing the senators that the decline of their authority led to the fact that the Roman army came under the command of Gaius Marius. To combat a powerful enemy for the first time in the history of Rome access to the army of volunteers was opened regardless of social class (the landless, impoverished city dwellers, etc.). Service in the army turned from an honorable duty into a profitable profession; soldiers received salary and were promised land. Organization of the army was improved (Marius introduced division of the legions to cohorts, each consisting of 3 maniples of 200 people), as well as command in general, technical equipment, etc. As a result, the Roman Republic got a well-organized professional army. On the other hand the army has turned into an independent social force with its own interests, needs and requirements. Military reform has laid the conditions for the extreme increase in power of individual military chiefs, as opposed to the weakening of central authorities, which lost the competence in military sphere, and along with it power functions: The acceptance into the army of persons who had few and eventually no roots in the State would have demoralizing consequences, and enable the generals of the first ce ntury to use their armies as though they were their own (Smith 63). Due to the elevation of individual political figures the inevitable structural changes took place in the state apparatus. In particular, a number of extraordinary and ordinary magistrates appeared which have received incomparable power. The role of a military leader increased manifold; and such leader was able to use the army as a weapon in the struggle for power in the state. As the first example of this we can consider the consulates of Gaius Marius, which were received in absentia, contrary to the republican tradition, almost continuously: in 107 and since 104 to 100 BC. Other examples include series of extraordinary powers given to Pompey since 78 to 52 BC, when he got an institutionalized by the Senate sole authority over the state. The anti-Senate forces, led by Caesar, Pompey and Crassus, known as the first triumvirate depended greatly on the army. Probably, the strongest influence of the army displayed itsel f in the civil war. The war that began in 49 BC was caused exclusively by the ambitions of the colonial emperor and his troops; though â€Å"Caesar stressed throughout the willingness of his troops to support his cause† (Keppie 103) it was not justified by any social or political programs. This was the conflict between the pretenders, each of whom found

Keynesian Theory of Inflation and Unemployment Essay

Keynesian Theory of Inflation and Unemployment - Essay Example Inflation, on the other hand, referrers increase in prices of products and services in any given economy, with a particular period duration. Essentially, when prices are high, amount of goods and services, which can be, bought using a particular amount of money becomes fewer (Burda & Wyplosz 1997). Disequilibrium positions of inflation Keynes disagrees with the economists of the classical argument. According to the argument by Keynes, market systems do not lead to automatic full-employment equilibrium (Warburton 1966). However, the economic systems could attain equilibrium at any range of unemployment. This implied that the interventionists’ policies would not apply. Keynesian argument can be represented in a circular flow of revenue (Warburton 1966). Extra aggregate demand within the economic system forces firms to absorb more employees. According to Keynes, markets are bound to exhibit disequilibrium of various forms (positions) of inflation, which have been pointed in the K eynesian theory of inflation. ... Similarly, aggregate supply can be indicated by Y = C + S because the market value of the total p[roduction of one year is called national income may be divided into consumption and saving. In this way, national income will be determined at the point where following conditions will be fulfilled; aggregate demand = aggregate supply; total expenditure = total income; C + I = C + S; I = S. This can be explained by the help of the following diagram: In the above diagram, along X-axis we have measured national income and employment level and along Y-axis consumption and investment. C curve is consumption curve which moves from left to right upwards. The assumption is that investment remains the same at all levels of income, so C + I curve will remain parallel to C.C + I curve indicates aggregate demand or the total expenditure at different levels of income. The income will be in equilibrium at the point where C intersects Y. in other words, aggregate demand is equal to aggregate supply or total expenditure is equal to total income when income is OM. From the point where Y and M intersect, to M, gives the effective demand since at this point, aggregate supply is equal to aggregate demand. If income is higher than OM, aggregate supply will be greater than aggregate demand and there will be overproduction. The profits of the producers will fall and they will produce less in the next year, so income will decrease. Similarly, if income is lower than OM, aggregate demand will be greater than aggregate supply and it will be profitable to produce more and more and as a result of this, income will increase. In this way, income will be determined at OM and this is the

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial Research Paper

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial - Research Paper Example    These concepts include the radio frequency technology, mobile telephony, wireless area network (LAN), wireless personal area network, fixed wireless wide area networks (WAN), practical applications of these technologies in various business set-ups and other references that can be useful to the student who wants to learn more. Each of these topics contains subtopics that are detailed to the technology. Although the terminologies can give a complex impression especially to hearing of it for the first time, the tutorial is designed to ensure a simplified translation of such concepts that can be comprehended in the understanding level of its students. How the student grasp the concepts and ideas are critical to the objectives of creating this newbie tutorial as it will determine the productivity that they can make out of this wireless technology knowledge that a student will gain after going through the tutorial. I believe that WKMN has done an effective tutorial for this Newbieâ₠¬â„¢s Guide to Wireless Networks. The tutorial can be both beneficial to a beginner in wireless technology and someone who has a background already on this topic. The colorful multimedia design of the slide lessons itself included with audio, animation, text, and innovative quizzes allow the tutorial to impart the basic concepts of wireless LANs, mobile telephony networks, fixed last-mile wireless networks, personal area networks, and Bluetooth. It also discussed other important aspects to consider in employing wireless technology in a business such as the costs and efforts associated with physical cabling and the basics of radio frequency technology. There is also a segment on how the different frequency band-sharing schemes work which is another critical aspect. It simplified teaching the process on how analog and digital channels are cut by time or by frequency by using animations. The contents are also presented in what it calls â€Å"bite-sized nuggets† to maintain its s implistic approach and ensure the focus on conceptual understanding of the student. With the thousands of websites and resources available on the internet today, it is indeed easy to be overwhelmed especially on wireless technology topics. Since this is an online course, it caters to university students or company professionals who have little time for extra activities like this.  Ã‚