PANEL

CHARACTERIZATION

It is a group of experts, no more than 6, who meet to present on

an informal and pleasant way, their particular points of view on a topic
determined. Here the experts do not present, but simply dialogue and
they discuss from their specialization in a spontaneous and dynamic manner.
Participants: A coordinator, the panelists, and the audience.

OBJECTIVES.

Strengthen knowledge already managed in class.

Clear up any doubts that may have arisen in the study of a topic.
Avoid long discussions in class
.
DEVELOPMENT.

The coordinator starts the session, introduces the panel members, formulates the
first question prepared in advance.

Any of the members answers the question asked, starting from

this forms the dialogue.

The coordinator raises other questions. If they deviate from the topic, they will have to
relocate them. Cannot intervene with their viewpoints.

Before the session ends, he will ask the participants for a brief summary.
Based on this and his own notes, the coordinator will make a summary.
emphasizing the most important.

If the audience is willing, a dialogue will be established with them.

If the panel was part of the class, the day of the evaluation will be set.

SUGGESTIONS

The role of the coordinator is to guide the panel, they will not intervene with their points of view.
view.
The panel can be alternated by dividing into 3 or 4 groups, taking turns to discuss.
a single issue while the others remain as observers.
It can vary with questions, meaning there will be members, audience,
interrogators in addition to the coordinator.
 TECHNIQUES OF DISCUSSION
CHARACTERIZATION.

It is a group dynamics technique, and it consists of the verbal interaction of a

number of people participating in a common activity, exchanging
ideas for problem-solving. It is motivating and socializing in terms of
it allows cooperation, respect, tolerance, reflection, and critical analysis
among the ideas of others to accept or refute them with logical reasoning and
foundation. There are two types: directed and free.

It is necessary for your explanation to adjust the complexity of the subject matter.
according to the level of operational development of the students.

OBJECTIVES:

This technique is used for:

Establish the starting conceptual frameworks when presenting a new one.

study theme.
Motivate participants towards cooperation, integration, and activity in the
learning process.
Reinforce learning related to the recap of topics covered,
establishing more comprehensive conclusions.
Socialize the students through better knowledge of the students
between each other.

Develop new knowledge. In this aspect, it is necessary that the

students carry out prior consultations, research, since the discussion
to develop knowledge requires a group of people who know
about the theme.
Develop attitudes of tolerance, reflection, critical analysis and
intercommunication.
A detailed observation and understanding of the participants by the
professor or moderator, related to: how they think, their arguments, their
daring, their timidity, in short their aptitudes and abilities.

PROCESS

It is necessary to distinguish the process that is followed for the directed discussion and for
the free discussion.

1. Directed Discussion.- It is synonymous with guided debate, and it consists of the

exchange of ideas on a topic under the direction of a moderator,
coordinator or leader, who effectively guides thinking
of the group. It applies when it comes to suggestive or questionable topics that
they provoke divergence, doubts, and current topics. It can be done among three
people, small or large groups.
1.1. Stages
Choice of topic.
Acquisition of information through bibliographic and documentary research.
consult experts.
Conducting the discussion.
Preparation of absolutely objective conclusions, by the
coordinator who ultimately submits for the group's consideration for their
approval
The teacher intervenes to ratify, rectify, and reinforce knowledge.

2. Open discussion.- It consists of the exchange of ideas carried out in small

groups in an informal, free, and spontaneous manner on a specific topic
although the presence of a moderator, coordinator, or facilitator is necessary,
that leads the discussion with less rigor towards the purposes of the
intellectual work.
2.2 Stages
Choice of topic.
Acquisition of information.
Conducting the discussion: A predetermined order is followed in the exchange
of ideas.
Preparation of conclusions by the coordinator, who presents them at the end.
before the group for them to approve it.

RECOMMENDATIONS:

a) All group members will perform the role of moderator by following

a rotating order.
b) The moderator will be responsible for coordinating the proceedings and ensuring that the dialogue
it has some logical coherence.
There must be an equal relationship among the participants that favors
to the maximum participation.
d) Each representative will share the ideas generated by the group.
The teacher will coordinate the sharing of group work.
leading to the formulation of valid conclusions.

DEBATE TECHNIQUE.
CHARACTERIZATION

It is a technique of group dynamics structured around a discussion.

that addresses a specific controversial topic, following a scheme
foreseen and directed by a moderator.

OBJECTIVES

Obtain data from two different sources.

Complete, clarify, and reinforce concepts.
Reflect critically on a problem.
PROCESS

Selection of the topic or problem of the debate.

Determination of a minimum bibliography for the respective
points of view or approaches.
Collection of information by the debaters and their group
advisors.
Preparation of the information by the debaters and their group of
advisors.
Preparation of the debaters, in the normative and scientific aspects.
philosophical.
Conducting the debate.
The moderator at the end of the debate will elaborate on the theses of each
approach, the possible conclusions that can clarify the ideas.
Based on the information provided by the experts, we can move on to a
discussion in which the whole group participates. At the end of the debate,
whether the teacher has acted as a moderator or not, it is their responsibility
make an objective assessment of the work, highlighting
merits, pointing out deficiencies for improvement.

RECOMMENDATIONS

Applicable at higher levels.

Address current issues of scientific and social importance.
Give clear instructions on the importance of preparation.
scientific, how to do it and the necessary bibliography.
Seek the alternation of representatives and moderators.
Do not give way to personal allusions.
Do not address overly broad or insignificant topics.

BRAINSTORMING
CHARACTERIZATION:

It is also called a whirlwind or brainstorming. It is an intellectual work.

that allows the interaction of a reduced number of participants (8-10), but
In the educational field, it is also applicable to the class group. It consists of that
a group is a situation of trust, freedom, and informality that is capable of
think aloud about a specific problem and in a given time
determined. They contribute varied criteria, opinions, and solutions that are
records indiscriminately, without fear of absurdity or incongruity.
It allows for great disinhibition and absolute freedom of expression.

objectives

Explore the basic prerequisites that students have.

for the composition of new ideas.
 Establish the conceptual frameworks at the outset of the process
of teaching-learning.
Put the crisis in the starting conceptual frameworks.
Develop the creative capacity.
Promote the search for new solutions
Developing divergent thinking, the basis of creativity.
Fostering imagination, giving preference to quantity, the
production, spontaneity without giving importance at the beginning
to the content.

PROCESS

a) Presentation of the topic or research problem. When there is available a

critical or problematic area can be selected based on this same technique
or identify the subject or problem of study.
b) Encourage responsibility in contributions and record them
indiscriminately without regard to any order.
c) Find one or several brilliant ideas within the whirlwind of opinions
the expressed criteria.
d) In the teaching-learning process, these selected ideas pass
to become logical assumptions that allow the crisis of the schemes
from the outset and the expectations and motivation of students to counteract them
with the truth in said process.

RECOMMENDATIONS

Encourage participation from the majority. Emphasize the

shy.
Register all opinions indiscriminately.
Encourage ideas among the students so that they reach
to a balance in the face of the crisis of their conceptual frameworks of
game.
Do not create an atmosphere of tension and competition.
Do not negatively discriminate against irrelevant opinions.
Avoid polemizing against any criterion.

SIMULTANEOUS DIALOGUE ( WHISPERING )

CHARACTERIZATION:
It is a group dynamics technique aimed at achieving the
participation of a large group divided into pairs, regarding a topic of
study, work or task.
This technique adapts to any type of groups, theme, or activity.
OBJECTIVE

Allow the entire class group to address the problem

simultaneously.
Obtain the opinions of all members on an aspect
determined, in a short time.
Achieve the exchange of experiences among students.
Foster cooperation, good human relations: the
socialization.
Stimulate and develop communication skills through
dialogue.

PROCESS

a) Selection of the topic or study problem, prior to the application of the technique.
b) Gathering information prior to the class.
c) Organize the class group into only pairs, which for a few minutes
they discuss a specific topic or problem in a low voice.
d) Open the discussion in larger groups, to finally share the results.
results of the work.
e) Establish conclusions.

RECOMMENDATIONS.

Establish a reasonable time to avoid digressions.

Ask for everyone's opinions without belittling anyone.
Everyone must note the conclusions reached.
Applicable in higher elementary grades.

PHILIPS 6.6
CHARACTERIZATION

It is a group dynamics technique that involves dividing the class group.

in groups of 6, to discuss a specific topic for 6 minutes, with
limitation of one minute per member, led by a coordinator

OBJECTIVES
Achieving the active participation of a large group around a topic or problem.
specific.
To know the opinions of all participants in a short period of time.
time.
Reach a conclusion and make a joint decision.
Develop a sense of responsibility.
Develop the ability to concentrate and synthesize.
PROCESS
a) Selection of the topic or problem.
b) Collection of information prior to the application of the dynamics.
c) Organization of the class group into sub-groups of 6.
d) Nomination of a coordinator and secretary in each group.
e) Discussion within each group.
f) Presentation of the conclusions of the groups and plenary discussion.
g) Drawing up conclusions.

RECOMMENDATIONS

Alternate the role of coordinator and secretary every time it

apply this technique.
Do not exceed 1 minute for individual participation.
Draw conclusions with the participation of everyone.
Applicable in higher grades of primary school.
Suitable for intermediate and advanced levels.

EXEGETICAL OR COMMENTARY READING.

As its name indicates, it consists of reading a text comprehensively and then
Comment on it, starting from your main ideas. This comment must be
firstly the person who has performed the reading, then permission is granted
participation of other classmates in order to reinforce understanding
from each paragraph read

OBJECTIVES

DEVELOP THE HABIT OF READING.

DEVELOP COMPREHENSIVE AND EXPRESSIVE READING.
DISCRIMINATE THE MAIN AND SECONDARY IDEAS.
DEVELOPING THE ABILITY OF VERBAL EXPRESSION.
OVERCOMING THE SHYNESS OF INTERVENTION FACING THE
GROUP.
DEVELOP REASONING-CRITICAL ABILITY.

PROCESS
To develop learning based on this technique, it is necessary to observe.
the following steps; which certainly have the necessary flexibility:

Select or repair the text related to the study topic.

Delimitation of paragraphs that have logical coherence and ideas
complete so that they can be read by each one of the
students.
Silent reading of the global content of the text by the
student body.
Comprehensive and expressive reading by paragraphs.
Commentary on the content of each paragraph, based on the ideas
mainly, by each student.
 give opportunity to the intervention of new contributions for
enrich the understanding if necessary.
record the main ideas.
Establish conclusions.

RECOMMENDATIONS

PREVIOUS READING OF THE TEXT BY THE TEACHER.

MAKE SURE EVERYONE PARTICIPATES IN THE READING
SILENT.
UNDERLINE THE MAIN IDEAS TO
COMMENT BASED ON HER.
THE CONTENT MUST BE GRADUATED ACCORDING TO
LEVEL AT WHICH IT APPLIES.
AVOID TAKING THE TEXT AT RANDOM.
DO NOT INTERFERE WITH THE READING OR EXPRESS OPINIONS
PREEMPTIVE MEASURES THAT RESTRICT THE OPPORTUNITY TO
THINKING OF THE STUDENT.

PROCESS OF THE PEDAGOGICAL WORKSHOP

It is a group work technique in which the class group is divided into
small groups that range from 6 to 8 students as optimal. Each one of
these groups work producing knowledge based on documents of
support, activity sheets and answer sheets.

The activity sheets contain clear objectives that are pursued with them.
study of the supporting documents; the activities that must be carried out as
response to questions that allow detecting main ideas, establishing
relationships of learning variables to meet objectives. Finally
the form contains a self-assessment scale of acquired learning and
from group participation.

OBJECTIVES

Develop skills for teamwork.

Develop the capacity for critical analysis.
Encourage respect for the opinions of others
Find points of convergence to reach a consensus on
the ideas.
Promote autonomy in learning.
Develop study habits and skills.
PROCESS

a) Select the theme for the given time.

b) Select or prepare the supporting documents.
c) Develop the response activity sheets.
d) Organize the class group into groups of 6 to 8 students.
e) Instruct and deliver the material for the work.
f) Develop the work in the workshops with the respective guidance of the
professor.
g) Prepare posters with the product of each workshop.
h) Share within the class group (full session)
i) Establish conclusions.

RECOMMENDATIONS:

Preliminary reading of the supporting documents by the

students.
Mastery of the content by the teacher.
Participation of the teacher, promoting, guiding the
learning, solving problems in each group.
The groups must be different for each theme.
One should not distribute the work and be absent.
Also, do not improvise supporting documents and sheets
instruction.
It is a mistake to suggest conclusions.

DIRECTED STUDY TECHNIQUE

CHARACTERIZATION

This technique is an activity developed by the student, prior to

planning and the teacher's guide. It is a learning situation put to
student to become the builder of their own knowledge,
handling multiple procedures: scientific reading of written material,
scientific observation of phenomena and facts in the field, experimentation
scientific material written, scientific observation of phenomena and facts in
land, scientific experimentation, analysis and observation of multimedia.

The directed study can be individual or group. In both cases,

Another case is that it is convenient for everyone to face the same theme, with the
same documents and questionnaires.

OBJECTIVES

Introduce students to research work.

Develop investigative skills.
 Encourage responsibility and autonomy in studies.
Develop analysis, synthesis, and reflection skills
Develop skills for handling study techniques.
Identify students in their individual and group behavior
and in their skills.
Develop skills in planning and teamwork.

PROCESS

a) Selection of the topic or issue of study.

b) Preparation of a guiding instruction for academic work.
c) Development of the study guide questionnaire.
d) Organization of students for the completion of the task.
Execution of the study based on the proposed guide provided by the teacher.
In the execution, students can enrich the contributions with queries.
additional in other sources.
g) During the guided study, he will be accompanying the students, attending to them.
in their difficulties and encouraging them to focus on their tasks.
h) Record the students' appreciation data regarding skills and
attitudes to guide supplementary studies in order to overcome deficiencies.
i) Presentation of reports in the class group and finally, preparation of
conclusions.

RECOMMENDATION

Prepare in advance the guiding instructions for the work and the
questionnaires study guides.
Develop a work schedule.
Provide affordable basic bibliography for the student.
That group work is based on the previous individual.
Keep track of student participation.

It should not be:

Improvise the assignment of jobs.
Assigning tasks without proper instruction.
Neglecting the monitoring of the jobs.
Fail to fulfill the established work.

FORUM TECHNIQUE
1.- Characteristics or Identification of the Technique.

It is a technique of great significance for development, fundamentally of

critical capacity in secondary and higher education.

It is about a group as a whole informally discussing a topic or fact.

the problem led by a coordinator. It is generally applicable after
the theme has been addressed through other techniques such as: round table.
Role simulation, symposium, video observation, after listening to a
audio cassette, a movie, a conference, or just an exhibition,
so it is a complementary technique, consequently the technique is
combine in such a way that it can be nominated as follows: audio-forum,
video forum, film forum and conference forum.

Given the number of people who can participate, it is necessary to have

the presence of a coordinator and even a secretary, with the mission of noting down
the different interventions.

OBJECTIVES

Facilitate the intervention of the vast majority of the class group.

Encourage the free contribution of ideas and opinions.
Supplement the application of other teaching techniques.
learning to enrich knowledge.
Give opportunity to all participants.
Overcoming shyness and inhibition through participation in
students in an informal environment.
Acquire skills to address large groups.

PROCESS

a) Appointment of a secretary to take notes of the contributions for the

elaboration of the final synthesis. Additionally, he will take note of the request for
participations in the corresponding order, to facilitate the work of
coordinator.
b) Explain the reason for holding the forum, specifying the situation
problematic.
c) Establishment of norms such as:

Set the intervention time: no more than 3 minutes.

Determining the type of intervention can involve asking questions in a way
written or verbal, as provided; make short comments, express contributions
that enrich knowledge, express discrepancies accompanied by
alternative criteria.
The coordinator promotes participation by asking specific questions.
related to the topic and then proceed to give the floor in order
adequate.
At the end of the scheduled intervention time of the auditorium, the coordinator makes
a synthesis of the opinions, highlighting agreements and disagreements
existing, formulates possible conclusions and thanks for the participation.
In the case of applying this technique in the classroom, the teacher must evaluate the
student participation, highlighting the positive aspects, as well as
analyzing negative aspects in order to bring about attitude change in the future.
RECOMMENDATIONS

What must be done:

Encourage the shy to participate.

Avoid clutter.
Apply when the group is familiar with the topic; therefore, after
having dealt with it through another technique.
Grant the floor to all applicants, without discrimination.
Working with homogeneous groups in age, interests, and
preparation
Limit the number of attendees, no more than one class group for
teaching-learning.
When the group is large, use a mobile microphone and
amplifiers
The interventions should be presented aloud.
Create an environment of freedom and trust.
Strip away the hierarchy of authority.

What should not be done:

The coordinator will issue opinions regarding the topic.

Emit observations that can be considered as criticism or
censorship because itRestricts free expression.
Demonstrate authoritarianism by the teacher.

Patricia Chicaiza
CAREER: Basic Education
LEVEL: Second
PARALLEL 'B'