Module 4 Through 7 Has An Associated Group Discussion

Module 4 Through 7 Has An Associated Group Discussion That Should Focu

Module 4 through 7 has an associated group discussion that should focus on discussing the course content for that Module. Each discussion will span the two-weeks of the Module. Each student 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 at least two (2) peer students' 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 initial and response 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. Search entries or author Filter replies by unreadUnread Collapse replies

Paper For Above instruction

The provided instructions outline a structured approach for engaging in collaborative discussions across Modules 4 through 7, emphasizing the importance of thoughtful participation in a two-week cycle. The primary requirement is that students submit an initial post during the first week, which should be substantive, reflective, and demonstrate engagement with the course material. This initial post serves as a platform to present personal insights, critique readings, or pose analytical questions that deepen understanding of the subject matter. Creativity and critical thinking are encouraged; responses should go beyond superficial agreement and instead include meaningful commentary that fosters dialogue.

Furthermore, students must respond to at least two peers’ initial posts in the subsequent week. These responses should also be substantive, reflecting further reflection, critique, or expansion of ideas presented by classmates. The emphasis is on quality interaction, aimed at advancing the discussion rather than mere agreement.

Topics for reflection can include personal insights into concepts learned, critiques of the readings, validation of ideas based on personal or other sources, or the creation of discussion questions that stimulate deeper exploration. Importantly, questions posed should be specific and meaningful—avoiding generic prompts like “What was your favorite part?”.

In addition, students are encouraged to connect the course readings to current events or news articles, enriching the discussion with real-world relevance. This practice promotes critical thinking about how theoretical concepts apply in contemporary contexts and encourages students to corroborate their insights with external sources, including links to relevant news articles or reports.

This structured discussion approach facilitates active learning, critical engagement, and collaborative understanding of the course material, preparing students to integrate theoretical knowledge with practical, real-world issues.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
• Dewey, J. (1933). How we think: A restatement of the relation of reflection to the scientific method. D.C. Heath & Co.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.