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Microteaching Skill (Group Discussion)

The document discusses the definition and significance of small group discussions in teaching, highlighting benefits such as enhanced engagement, development of critical thinking, and social skills. It outlines practical applications for implementing group discussions, including setting clear objectives and monitoring group dynamics. Best practices are also provided, such as using open-ended questions and encouraging reflection after discussions.

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Dwi Maharani
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71 views5 pages

Microteaching Skill (Group Discussion)

The document discusses the definition and significance of small group discussions in teaching, highlighting benefits such as enhanced engagement, development of critical thinking, and social skills. It outlines practical applications for implementing group discussions, including setting clear objectives and monitoring group dynamics. Best practices are also provided, such as using open-ended questions and encouraging reflection after discussions.

Uploaded by

Dwi Maharani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Presented by Ida Ayu Dwi Maharani

Group
Discussion
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DEFINITION OF SMALL GROUP
DISCUSSION AND ITS SIGNIFICANCE IN
TEACHING

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Definition Significance in Teaching

Group discussion is a strategy 1. Enhanced Engagement


that allows students to master a 2. Development of Critical
concept or solve a problem 3. Social Skills and
through a process that provides Collaboration:
opportunities to think, interact 4. Personalized Learning:
socially, and practice positively. 5. Increased Confidence:
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APPLICATION IN LESSON
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1. Set Clear Objectives: Define what you want students to achieve through the
discussion. This could be understanding a concept, analyzing a text, or solving
a problem.
2. Create Diverse Groups: Form groups that are diverse in terms of skills,
backgrounds, and perspectives to enrich the discussion.
3. Provide Structure: Give students a clear framework for the discussion,
including guiding questions, roles (e.g., facilitator, note-taker), and time limits.
4. Monitor and Support: Circulate among the groups to listen, provide support,
and ensure that discussions remain on track. Offer prompts or questions if
groups struggle to engage.
5. Debrief as a Whole Class: After the small group discussions, bring the class
back together to share insights, summarize key points, and reflect on the
process.
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EXAMPLE OF BEST
PRACTICES

01 Use Open-Ended Question 02 Establish Ground Rules


Start discussions with open-ended Set ground rules for respectful
questions that require critical thinking communication, such as listening without
and cannot be answered with a simple interrupting, valuing all contributions,
"yes" or "no." and staying on topic.

03 Think-Pair-Share 04 Reflection
Use the think-pair-share technique, where After the discussion, have students
students first think about a question reflect on what they learned, how they
individually, then discuss it with a partner contributed, and what they might do
before sharing with the larger group. differently next time.
Thank You
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