Copyright Goodheart-Willcox Co., Inc. Chapter 14 Instructional Methods 319 When participating in a discussion, students draw on their own knowledge and experiences. A series of questions guides the discussion toward the learn- ing objective. At the end, a student or teacher sum- marizes or draws conclusions. Participating effectively in discussions is a learned skill. Teachers must set the ground rules. Even young children can learn to take turns, be polite, and respect others’ opinions. Teachers can encourage quieter students to participate and talkative students to listen. Seating arrangements in which students face each other promote discussion (Figure 14.10). Discussions can take different forms. In a teacher-led discussion, the teacher keeps the dis- cussion on task, moving forward with a logical progression of ideas. In small-group discussions, each group takes on this responsibility, so these are appropriate for older children and teens. Groups often must report their conclusions to the class. In panel discussions, a group of people present and discuss a topic. The teacher acts as a moderator (leader) by introducing the panel, summarizing the main points, and relaying students’ questions to panel members. Panelists may be outside experts or students who have prepared for their roles. In a debate, participants try to persuade others to their opposing points of view. Sometimes, the teacher divides the students into two groups and they must argue for or against an issue. Demonstrations A demonstration is an effective way to teach a process and engage stu- dents. Students see how to complete each step, helping visual and kinesthetic learners. At the same time, the accompanying verbal explanation helps auditory learners. This technique is particularly helpful when a process is complex, procedures are difficult to explain, or visual cues are important. For example, a teacher might show how to balance a bank account, the steps in making a mask out of paper and plaster, or how to perform various knife skills in a culinary class. Demonstrations are usually teacher-centered, putting students in a passive learning role. There are ways, however, to make them more interac- tive. The teacher can have students make pre- dictions about what will happen or ask a student to perform a step or two of the procedure. For a science experiment, students might fill out a lab sheet as the demonstration progresses. Asking questions throughout the demonstration involves students. In other situations, such as a demonstra- tion of how to use a computer program, students might perform the process at the same time as the teacher demonstrates it. Adding activity and involvement generates interest and aids learning (Figure 14.11). Antonio_Diaz/iStock/Getty Images Figure 14.10 The way in which students are seated can influence whether they participate in discussion. vgajic/E+/Getty Images Figure 14.11 When students participate in a demonstration, they take on an interactive role in learning.