Sentence examples for a pair discussion from inspiring English sources

If there are still no volunteers after the instructor practices wait time, it may be time to insert a pair discussion, using language such as "We cannot go on until we hear ideas from more members of our scientific community.

With the increasing use of active-learning strategies, class sessions are moving from having a single component a lecture to having many components over the course of even 50 minutes (e.g., a video clip, a pair discussion on a biology-based problem, a clicker question, a mini-lecture, and a final index card reflection).

Research has shown that two students, neither of whom was able to correctly answer a clicker question, could improve their understanding and correctly answer similar clicker questions after engaging in a pair discussion, which is another form of peer instruction (Smith et al., 2009).

How should scores of such a computer-based pair discussion be interpreted and reported?

Open-ended questions can be posed orally to frame a class discussion and followed by a quick write or pair discussion to give students time to consider their responses.

For example, during in-class pair discussion of a clicker question, the direction to not only compare chosen answers with a colleague but also to pose one question that relates to something you found confusing about the question could immediately increase the willingness and comfort level of students to discuss confusion, which demands them to be metacognitive during the activity.

Future studies need to investigate features of pair discussion in the computer-based format that are salient to raters (see May 2007, 2011).

In the computer-based CET Spoken English Test (CET-SET), such a non-face-to-face interactional task has been designed to assess test takers' ability to engage in pair discussion via computer.

These pair discussions may or may not be followed by a whole-group conversation in which individual students are asked to share the results of their pair discussion aloud with the whole class.

In line with the Socratic characteristic, this approach promotes student self-explanation (pair discussion) and provides cognitive coaching (whole-class discussion), as well as furnishing indirect feedback to students whose thinking is not yet aligned with biological experts.

In addition, Table 2 provides some sample prompts that can be used to add a metacognitive aspect to learning activities that may already be in use in your teaching, such as pair discussions after clicker questions, a variety of types of homework assignments, and the ever-present exams and quizzes.