Beruflich Dokumente
Kultur Dokumente
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