it is sometimes necessary to give in to temptations without thinking of consequences. agree or disagree, make a class debate on it
Answers
Answer:
Yes, It is sometimes necessary to give in to temptations without even thinking of consequences. But class debate can not be answered.
It is a physical debate that should be held in ur class itself not on any of such apps.
Hope it helps!
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Discussions
(Some sections adapted from Davis, 1993; Brookfield and Preskill, 1999)
Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.
While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas.
Cognitive factors:
Determine and communicate learning objectives
Plan a strategy
Ask good questions
Provide direction and maintain focus
Bring closure
Social/emotional factors:
Demonstrate relevance
Encourage participation
Make high-quality participation “count”
Evaluate the discussion
Physical factors:
Creating a setting conducive for discussion
Cognitive Factors
Determine and communicate learning objectives
For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to:
Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Or…
Formulate arguments and counter-arguments for a legal position. Or…
Imagine a particular approach to the design of cities and discuss the impact such a design would have on the lives of people in different socioeconomic categories. Suggest and justify design changes to optimize the benefits for the most number of people.
When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.
Plan a strategy
After determining the objectives for your discussion, ask yourself: How will I make sure that students meet these objectives? Plan the discussion out, even if you end up deviating from your plan. Some of the questions to consider when formulating a plan include:
How do I want students to prepare: read a case study? (if so, in class or as homework?) do a team exercise? watch a documentary? reflect on a set of questions?
What questions will I pose to spark or guide discussion? to encourage deeper analysis?
Will I open the discussion to the entire class or ask students to discuss the issue in pairs, small groups, or some combination of the above?
What will I do if students simply aren’t participating? If certain students dominate the discussion?
How will I allocate and manage the time I have?
How will I deal with digressions or unanticipated shifts in topic?
How will I correct students’ misconceptions or inaccuracies without stifling participation?
How will I (or my students) synthesize the ideas at the end of the class period?
Your answers to these questions will depend on your goals. For example, correcting factual inaccuracies might be critical in some circumstances, less so in others. Digressions may be productive if your primary purpose is to explore connections, and undesirable if the goal of your discussion is more focused.
One of the most important things to consider when formulating a strategy is how to get the discussion jump-started. Davis (1993) and Frederick (1981) provide a number of excellent suggestions.
Ask Good Questions
Good questions are the key to a productive discussion. These include not only the questions you use to jump-start discussion but also the questions you use to probe for deeper analysis, ask for clarification or examples, explore implications, etc. It is helpful to think about the various kinds of questions you might ask and the cognitive skills they require to answer. Davis (1993) lists a range of question types, including: