November 13th, by Zach Tellman Most data structures are designed to hold arbitrary amounts of data.
Participants taking sides and refusing to compromise Apathetic participation If the discussion seems to be flagging, it can help to introduce a new question or alter the task so as to bring a fresh kind of thinking or a different group dynamic to bear.
For example, you might switch from discussing an ethical issue in the abstract to a concrete case study, or shift from large-group discussion to small group or pair-work. Bring Closure It is important to leave time at the end of the discussion to synthesize the central issues covered, key questions raised, etc.
There are a number of ways to synthesize. Synthesizing the discussion is a critical step for linking the discussion to the original learning objectives and demonstrating progress towards meeting those objectives. Social and Emotional Factors: Demonstrate Relevance While students generally enjoy discussions, they may have difficulty recognizing what they gain from participating in them — in contrast with lectures, in which students may take copious notes and have a sense of having covered clearly discernable ground.
It is helpful to tell students up front how you think the Factual writing on keeping fit they gain from participating in discussion will help them in academic and future pursuits. Discussions for this class will give you the opportunity to practice that skill.
As we talk, think about a conversation with a colleague in medical school and imagine how you would articulate this argument and suggest a productive fusion of both approaches to medicine. Below are some strategies that can help encourage meaningful student participation.
Create a discussion climate early. Plan an icebreaker early in the semester that gets students talking and interacting, preferably while doing an activity that is integral to the content material for the course. Also, create a climate in which students feel comfortable taking intellectual risks: Require students to prepare for discussion.
Discussions tend to be most productive when students have already done some preparatory work for them. It can be helpful to give assignments to help students to prepare for discussion.
Get to know your students. Students are more likely to participate if they feel that they are recognized as individuals. Model exemplary discussion behavior.
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Often, students must learn how to enter meaningfully into a discussion. One way to encourage students to engage in the style of intellectual exchange you desire is to model good discussion techniques in your own behavior, using language that demonstrates, among other things: On its own, instructor modeling is not likely to affect student behavior, however.
It is also important to explicitly point out the kinds of discussion skills illustrated above and to distinguish high-quality contributions e.
Explicit ground rules or guidelines can help to ensure a respectful environment for discussion. The ground rules you use will depend on your class size and goals, but may include provisions such as these: Click on these links to see examples of ground rules and a template for creating student-generated ground rules.
If a subset of students seems reluctant to speak up in class, you might consider ways for them to share their ideas and engage with the material in an alternative forum, such as via discussion board or e-mail. Giving students time to write down their thoughts before opening the floor to discussion can also help quiet students get more involved.
So too can the use of pair-work and small-group discussions. While some faculty are reluctant to call on quiet students for fear of embarrassing them, it should be pointed out that calling on students can also liberate them: Sometimes the problem is not shy students but overly domineering or aggressive students who monopolize discussion.
Sometimes a subtle approach to reining in these students can be effective for example: Handling strong emotions and disagreement that arise in a discussion can be a challenge for instructors.
A certain amount of disagreement is desirable, yet if the conversation gets too heated or antagonistic, it can inhibit participation and squelch a productive exchange of ideas.
When emotions are high, remind students to focus on ideas and refrain from personal comments this stipulation can be included in your ground rules as well. Also, consider in advance how you will handle sensitive discussion topics.Guidelines to the writing of case studies. Dr.
Brian Budgell, DC, PhD * These guidelines for the writing of case studies are designed to be consistent with the “Uniform Requirements for Manuscripts Submitted to Biomedical Journals” referenced elsewhere in the JCCA instructions to authors.
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In some other projects e.g. For example I reviewed my first magazine layout & found that it would fit in better with Company Magazine, rather than Cosmopolitan Magazine. This was also based on a comment Documents Similar To Factual Writing Evaluation.
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This handout explains the functions of introductions, offers strategies for writing effective ones, helps you check drafted ones, and provides examples.