Each Module 2 Through 7 Has An Associated Small Group Discus

Each Module 2 Through 7 Has An Associated Small Group Discussion That

Each Module 2 through 7 has an associated small group discussion that should focus on discussing the course content for that Module. Each discussion will span the two-weeks of the Module. Each group member is required to make an initial post during the first week of the Module (i.e., the first Wednesday through Tuesday of the Module) and then respond to each of the other group members' initial posts during the second week of the Module (i.e., the second Wednesday through Tuesday of the Module). Initial posts should aim to be words and while there is no range for peer response posts these should be substantive and include more thought than “I agree with your point” or "I said something similar in my post". Use your own creativity in approaching the posts. Types of observations and reflections in the posts could include the following (but aren’t limited to this): Pick a topic or concepts from required readings to reflect upon (e.g., what and why something interested you; what did you find the most interesting or practical that helped you gain new insight or skill). Critique readings by adding something you can justify, showing how an author missed a point. Validate something from the readings based on your own experience or other reading. Include a discussion question for the group based on readings. DO NOT pose generic questions such as “What was your favorite part of the reading?” or similar questions. Relate readings to contemporary events or news and post a link.

Paper For Above instruction

The small group discussions outlined for Modules 2 through 7 play a crucial role in enhancing students’ understanding of course content through active engagement and critical thinking. These discussions foster a collaborative learning environment where students can reflect on assigned readings, relate concepts to real-world contexts, and develop their analytical skills. To maximize the benefits of these discussions, students are required to participate actively by making an initial post during the first week of each module and responding thoughtfully to peers’ posts in the following week. Such participation encourages diverse perspectives, deeper comprehension, and the development of communication skills essential for academic and professional success.

Initial posts should demonstrate depth and originality. Instead of merely summarizing readings, students are encouraged to reflect on specific topics or concepts that resonated with them. For example, a student might discuss why a particular theory or case study was interesting or applicable, or how it provided new insights or practical skills. The posts should go beyond surface-level observations, providing a critical analysis or personal connection that stimulates further discussion.

Furthermore, students are invited to critique the readings by adding justified opinions or highlighting potential oversights, thereby fostering a culture of constructive feedback. Validating concepts through personal or external experiences can deepen understanding and demonstrate practical application. For instance, how a theoretical framework explains a personal encounter or a recent news event. Including a discussion question based on the readings encourages ongoing dialogue and reflection, helping to deepen understanding of key themes.

Importantly, students are instructed to avoid generic or superficial questions such as "What was your favorite part of the reading?" Instead, they should pose analytical or comparative questions that challenge peers to think deeply about the material. Additionally, relating readings to contemporary news adds relevance to academic discussions, linking theory with current events for a richer learning experience. Incorporating hyperlinks to recent news or relevant articles can also enrich the discourse and provide context.

References

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