32

Planning Class Discussions

Principles to Emphasize

Good Questions and Effective Discussions Benefit Students

“Asking good questions and directing effective discussions are primary ways … [to] help students learn the value of personal inquiry” and encourage learner readiness, participation, and application (Teaching the Gospel: A Handbook, 37).

Plan the Discussion

Teachers need to carefully prepare and then conduct discussions under the influence of the Spirit so students can “begin to discover principles and concepts for themselves and then have the Spirit testify to them of their truthfulness” (Teaching the Gospel: A Handbook, 38).

Suggested Training Activities: Good Questions and Effective Discussions Benefit Students

(25 minutes)

Handbook

Invite teachers to carefully read the first paragraph of the section entitled “Questions and Class Discussion” (handbook, 37). Ask:

• When are people more likely to be edified? (see handbook, 37).

• In what ways do good questions and effective discussions benefit students? (see handbook, 37).

• How does a stimulating discussion encourage learner readiness, participation, and application?

❖ Quotation

Read together the following statement by Elder Neal A. Maxwell of the Quorum of the Twelve Apostles.

The Master’s Inspired Questions

“Unlike some of our questions to others, Jesus’ questions were not flippant, nor were they mere rejoinders. Instead, they were true invitations, though only the meek may actually respond. Nevertheless, deep insights are imbedded in Christ’s questions! …

“Some of the Master’s queries require an entire shift in one’s frame of reference. Consider the question asked the brilliant, but as yet spiritually untamed, Saul on the road to Damascus: ‘Saul, Saul, why persecutest thou me?’ (Acts 9:4). An entire frame of reference was changed, including an inspired question.

“There are tactical advantages as well as spiritual advantages that can accompany inspired questions. In a modern metaphor that you’re familiar with, inspired questions ‘put the ball on the other side of the net’ leaving people free to respond without our being unduly pressing or aggressive. Others may not respond, of course. Nevertheless, the invitations are clearly there, for quality questions linger, especially if they are asked in love. …

“… Ironically, pointed questions can widen our perspectives. How long since you’ve asked such a question or been asked such a question?” (Jesus, the Perfect Mentor [CES fireside for young adults, 6 Feb. 2000], 1–2).

❖ Scripture Activity

Read together Mark 8:27–31; 9:2 (see footnote 2b). Ask teachers:

• According to footnote b in Mark 9:2, what did Peter, James, and John do to find out more about what the Savior had taught them?

• In what ways did the Savior use questions and discussion in His teaching?

• How should the need for students to ask and search influence the way you teach?

Suggested Training Activities: Plan the Discussion

(25 minutes)

Handbook

Invite teachers to read the numbered paragraph entitled “Plan the discussion” (handbook, 38). Ask:

• What should a teacher consider when planning a discussion? (see handbook, 38).

• What is the “whole purpose of discussion”? (see handbook, 38).

❖ Writing Exercise

Distribute copies of handout 35. Invite teachers to plan a discussion about Exodus 16:1–8 by completing the handout. Have them share their answers with the in-service group.

✰ Application

Invite teachers to plan a discussion for an upcoming lesson using what they have learned. Have them share their experience of applying what they have learned (with a colleague or in the next in-service meeting).

Handout 35

Instructions

Imagine that while preparing to teach Exodus 16:1–8 you have chosen to lead a discussion. In planning the discussion, you remember that you need to: (1) consider the purpose of the discussion, (2) consider how the discussion will help students understand the principle or doctrine they need to learn, (3) generate a series of effective discussion questions that will lead to the purpose, and (4) consider how to respond if the discussion leads in an unwanted direction (see Teaching the Gospel: A Handbook, 38). Write your answers in the spaces provided below. Be prepared to share your answers with the in-service group.

1. Purpose of the discussion. Identify the purpose of a discussion about Exodus 16:1–8.

2. Principle or doctrine. Identify a principle or doctrine your students can learn from Exodus 16:1–8. Explain how this discussion will help students understand this principle or doctrine.

3. Effective discussion questions. Write a series of effective discussion questions that could help students search for information in Exodus 16:1–8, analyze the meaning of what is being studied, and apply it in their lives.

4. Redirecting a discussion. Identify some possible unwanted directions in which the discussion might go and how you would respond.

Notes