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Unpublished manuscript. June, 2008.
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Discussion Groups 1
Running Head: THEME-FOCUSED DISCUSSION
Theme-Focused Discussion Groups in an Adolescent Development Course
M Cecil Smith
Northern Illinois University
June 16, 2008
Word count: 1,450
Contact information:
M Cecil Smith, Ph.D.Department of LEPFNorthern Illinois UniversityDeKalb, IL 60115(815) 753-8448(815) 753-8750 (f)[email protected]
Discussion Groups 2
Abstract
Students in an adolescent development course participate in theme-based collaborative
discussion groups that are designed to enrich their understanding of adolescence. The
themes are organized around the course topics, such as cognitive and ethical development
and social development and motivation. Each group shares what they discuss with other
groups in an electronic discussion board forum and, at the end of the semester, members
in each group write a collaborative paper that summarizes what they have learned from
the other groups. Student feedback indicates that they enjoy participating in the
collaborative groups, learn from one another, and achieve better understanding of
adolescent development as a result of their participation.
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Theme-Focused Discussion Groups in an Adolescent Development Course
Discussion groups are advocated as a student-centered, social-constructivist
approach to learning in university courses (Forsyth, 2003) that can increase students’
interest in the subject matter (Cannon, 2006) and boost their classroom performance.
Collaborative discussion groups provide a venue for cooperative learning to occur as this
has been demonstrated to be an effective instructional model for academic achievement
(Johnson, Johnson, & Smith, 1998; Thompson, Vermette, & Wisniewski, 2004).
I have been using cooperative learning discussion groups in my adolescent
development course for several years with much success. The specifics of my approach
are described below.
Description of course. The adolescent development course is offered for 3 credit
hours to graduate students. Most students (about 80%) are seeking teacher certification
for secondary teaching, while others are experienced high school teachers working on
masters’ degrees or are enrolled in developmental psychology, counseling, or public
health programs. Eight of the 15 weekly class sessions involve meetings of the theme-
focused discussion groups. Class sessions are split between lecture (1st half: 75 min) and
small group discussions (2nd half: 75 min).Thus, students have multiple opportunities to
work collaboratively in their groups, cooperate in sharing their perspectives and
knowledge, and learn from one another. Students are randomly assigned to discussion
groups. Typically, each group consists of 4-5 students, depending upon class size.
Focused Discussion Groups
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The groups are organized around themes that pertain to the general topical
contents of the course, including the following: (1) genetics, biological and physical
processes of development; (2) cognitive, intellectual and ethical development; (3) social
contexts and socialization processes; (4) motivation, achievement, and instructional
processes; and, (5) developmental challenges and adolescent health. The discussion
activities within the groups capitalize upon course lectures, readings, and assignments.
Each group has access to wireless laptop computers during their meetings, allowing
students to access the Internet and locate information relevant to their discussions.
Assignments. The groups participate in eight meetings and each group completes a
brief collaborative writing assignment. All groups have individual discussion assignment
folders in the Blackboard course site that can be accessed online by students. Generally,
groups may select one activity from among several choices, depending upon members’
preferences. The activities for a given discussion are related to the lecture topic (e.g.,
cognitive development; identity formation). Examples are shown in Table 1. At the
conclusion of the discussion, each group composes a brief (1 page) summary of their
discussion which is electronically posted in a “Discussion Summary” discussion board in
Blackboard. Summaries can be accessed by all students in the class.
The collaborative paper assignment requires that all group members read and
discuss the other groups’ posted discussion summaries. Group members then write a
collaborate reaction paper (4-5 typed, double-spaced pages) based on their understanding
of and responses to the other groups’ discussions. This assignment provides a mechanism
to ensure that all groups share and learn from one another. I look for evidence that
students have read and discussed the collective discussion summaries, and all group
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members have substantially contributed to the preparation of the paper. Finally, there
must be evidence in the paper that the group’s discussion of the collective summaries has
contributed to students’ understanding of adolescent development.
Individual accountability. Group work is most effective when members are
individually accountable (Halpern, n.d.). Thus, I use several checks to ensure that all
members are contributing to their group’s work. Group discussion participation accounts
for one-half of the total points awarded for class participation. Group participants
evaluate one another at the conclusion of the semester, using a scoring rubric. These
evaluations, combined with my observations of the groups, determine each person’s
participation score. Also, periodically throughout the semester, I ask individual group
members to report on their group’s work and to highlight any problems or issues that
have arisen, although I do not ask them to identify individuals who are not contributing to
the group’s work. This additional information triangulates the student evaluation data and
serves as a validity check.
Student Outcomes
Data from an end-of-course survey, students’ comments in a journaling
assignment, and the required teaching evaluation survey indicate that students like the
course group work. Many students report that, while they have never enjoyed cooperative
learning groups in the past, they found this group experience to be very positive. Several
students have indicated that they will experiment with cooperative learning groups in
their own classrooms, using the model presented in class.
At the conclusion of each semester, students complete an anonymous online
course survey which asks them to rate different course assignments (e.g., discussion
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group, journaling assignment) on several dimensions (i.e., enjoyment of the assignment,
value of learning, increased understanding of adolescence) on a 6-point Likert-type scale
(6=strongly agree with the statement; 1=strongly disagree). Mean ratings for the
discussion group are shown in Table 2.
Students’ written comments indicate that they appreciate opportunities to share
their expertise and learn from others and hear different perspectives. For those who do
not feel comfortable talking in large classes, participating in a small, structured
discussion group is a satisfactory alternative. Students further report that they think it is
important that each group member is accountable and evaluated by one another and the
instructor.
Conclusion
Discussion groups are useful to promoting students’ learning and engagement
because such groups place responsibility for learning on students. Cooperative learning
can be fostered in group activities and has been shown to improve students’ subject area
interest and achievement. Themed discussion groups provide a specific focus for
discussions and make connections between lecture topics and group activities explicit and
meaningful.
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Table 1.
Theme-based discussion groups and example discussion questions.
Discussion Group Example Discussion Questions
Cognitive, Intellectual & Ethical Development
Topic: Teaching moral virtues to adolescents. Discussion Question: Describe 5-8 important moral values or virtues for adolescents to demonstrate in their everyday behavior. Describe what role(s) schools have in developing these virtues. How do these roles differ from those of family and community? Describe a useful curriculum to facilitate the development of these virtues; explain how the curriculum would do so—including the teaching materials, teaching strategies, and assessment methods to be used.
Developmental Challenges & Adolescent Health
Topic: Pubertal processes.Discussion Question: Discuss the kinds of things that can "go wrong" for adolescents in pubertal development--and specify social, intra-personal, and academic consequences of these pubertal problems. Describe what parents, teachers, counselors, and others can do to ameliorate the effects of teens’ pubertal problems. Draw upon the report by the Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education (1999) to inform your discussion.
Genetics, Biological Processes & Physical Development
Topic: Gender identity.Discussion Question: Durham (pp. 101-109), in Arnett (2002) conducted a study of gender socialization presented in teen girls' magazines. She argued that these magazines provide girls with information about how to look, dress, smell, feel, and
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act towards boys. Arnett notes that no similar magazines exist for boys. What kinds of magazines do teen boys read? How do these magazines help boys prepare for masculine roles? Do they provide any information to boys about heterosexual relationships? If so, what kinds of information? If not, why is this so? If you were going to create such a magazine for boys, what kinds of contents would you include? Why?
Motivation, Achievement & Instructional Processes
Topic: Identity development. Discussion Question: Raible and Nieto (2003) note that "[i]f educators...united their school communities around a vision of high expectations and democratic participation for all students, schools might more effectively foster inclusive, respectful, accepting, and empowering school climates" (p. 160 in Sadowski).
Discuss how your school community might enact this vision with particular attention to how to motivate adolescents' students to engage in the development of an ethical school climate.
Social Contexts & Socialization Processes Topic: Parenting functions.Discussion Question: The following are critical roles and obligations for parents toward rearing well-adjusted teens: (1) Provide basic resources and care for the home (e.g., food, shelter, order); (2) Protect one's children (e.g., provide a secure home in a safe neighborhood); (3) Guide teen’s development (e.g., teaching skills and knowledge; directing behavior); (4) Advocate on behalf of teen in the community (e.g., communicate with schools, teachers, community groups). Identify factors that can undermine these parenting functions and discuss what role community organizations and schools play in supporting these parenting functions.
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Table 2.
Student evaluations of themed discussion group activities.
Item
The themed discussion group discussions and activities… Mean S.D.
were enjoyable 4.40 1.50
increased my interest in adolescent development 3.87 1.64
were valuable learning assignments 4.07 1.49
helped me connect theories of adolescence to educational
or clinical practice
4.07 1.39
increased my understanding of adolescent development 3.87 1.55
helped me think about my views and beliefs regarding
adolescents
4.33 1.54
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References
Cannon, P. (2006). Enhancing understanding and interest through group discussion.
College Teaching, 54(2), 211.
Forsyth, D.R. (2003). The professor’s guide to teaching: Psychological principles and
practices (pp. 87-126). Washington, D.C.: American Psychological Association.
Halpern, D.F. (n.d.). Teaching tips: Creating cooperative learning environments.
Retrieved online February 1, 2008 from
http://www.psychologicalscience.org/teaching/tips/tips_0300.cfm.
Johnson, D.W., Johnson, F., & Smith, K.A. (1998). Cooperative learning returns to
college. Change, 30, 26-35.
Thompson, W.B., Vermette, P.J., & Wisniewski, S.A. (2004). Ten cooperative learning
activities for the cognitive psychology course. Teaching of Psychology, 31(2),
134-136.