Sie sind auf Seite 1von 19

Discussion Case Study

as Mode of as Vehicle
Teaching-Learning in Discussion
 Active learning:
 Student-student interaction
 Student-teacher interaction
 Sharing experience/information
 Mutual criticism
 Discussion:
 Sharing of information
 Reciprocal criticism
 Enriches learning
 Imitates or simulates a real simulation
 Verbal representation of reality that put the reader in
the role of a participant in the situation
 A significant business issue/s
 Sufficient information on which to base conclusions
 No stated conclusion
 Information that include ‘noise’ – irrelevant, dead
ends, and false, biased, or limited testimony by
characters in the case
 Unstated information that must be inferred from the
information that is stated
 A nonlinear structure in which related evidence is
scattered throughout the text and is often disguised or
left to inference
 Analytical: identify problems, data
 Decision Making: developing alternatives, criteria,
and choice
 Application: tools, concepts, theories
 Communication: listening, conveying ideas,
building arguments
 Interpersonal: negotiation, conflict resolution
 Creative: using imagination
 Reading: digesting information
 Individual learning (1-3 hours):
 Personal discovery
 Small group learning (1-2 hours):
 Two heads are better than one
 Group discovery
 Class-room learning (75-90 minutes):
 More heads are even better
 Class discovery
Amount of Class-room
Learning

Group

Individual

Amount of Sharing
 Problems
 A situation in which something important happened, but we
don’t know why it did
 Decisions
 Decision options
 Decision criteria
 Relevant evidence
 Evaluations
 Judgment about the worth , value, or effectiveness of a
performance , act, a department, an entire organization, a
country, or a global region
 Rules
 Quantitative methods
 Listening
 Questioning
 Responding
 Summarizing
 Memorizing
 Most undervalued and least understood aspect of
discussion
 Listening is understanding the speakers’ point of view
 Listening increases continuity
 Teachers have to retain virtually everything said in
class
 Questions turn discussion into complex communal
dialogue that bounces around the room
 Types of questions:
 More evidence: how do you know that?
 Clarification: what do you mean by that?
 Linking or extension: how does your comment fit in with
Andy’s comment earlier?
 Hypothetical: what will happen if Jokowi step down?
 Cause-effect: how might ESQ training affect
performance?
 Synthesis: what are three most ideas emerging from
discussing the case?
 Probably the most challenging discussion-leading skill
 Types of response:
 Silence
 Invite other students to respond
 Ask more questions
 Affirmation
 Summarize
 What is the problem here?
 Problem identification
 What do you feel about…?
 What is your view of the behaviour described?
 Attitude/opinion eliciting
 What do you notice about…?
 Attention drawing
 What other examples are there of…?
 Thought provoking
 Generalising from the specific
 What do you think X felt in this situation?
 Sensitivity to others’ feelings
 Empathy generation
 What might be done to…?
 Problem solving/reducing
 What else might be done?
 Generation of alternatives
 Would you do that?
 Personal preference
 What would be the cost of doing that
 Proposal evaluation
 What would you do in this situation
 Identification with/ownership of the situation discussed
 What do you feel about Y’s suggestion/assessment
attitude?
 Group interaction sharing
 Could you develop Z’s idea a little more?
 Team building
 Opening Remaks
 Opening question
 Comprehension:
 What is the problem: Apa masalah PT KAI?
 Analysis:
 What causes the problem?
 Action:
 What should Ronny Wahyudi do?
 Issue Analysis:
 Apa penyebab kecelakaan kereta api?

 Alternative solutions:
 ESQ training
 Salary increase
 Naikkan tarif
 etc
• Action question:
 If you were Ronny Wahyudi what would
you have done differently?

 Closing:
 Lessons learnt
 Postscript

Das könnte Ihnen auch gefallen