ABSTRACT
At its best, classroom discussion allows learners to shake apart ideas so that they can put ideas together in new and better ways. In order to revitalize speaking across the disciplines, this chapter identifies three fundamental misconceptions about discussion that are major obstacles to successful classroom communication. These misconceptions dampen the liveliness of classrooms and create a predictable lethargy. To counter this malaise, the Discussion Types Model is presented with corresponding instructional strategies to increase the quality and quantity of classroom interactions. In response to the need to focus on contemporary learning environments, the chapter describes both on-site classical discussion and the implications for virtual learning platforms. It shows the various types of discussion. Each quadrant indicates the degree of teacher-directed behavior and student-directed behavior in discussion, with varying emphasis on either teacher-or student-directed behaviors.
