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How to answer discussion questions

You won’t see your classmates face-to-face, but discussions are still a part of online classes. Your participation in these online discussions is often a required part of the grading process. Answers should show your understanding and critical thinking about the subject in a structured written format.

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1 Preparation to Answer

The record of class discussions remains in the online learning environment, so plan carefully to leave a positive contribution. Read the question thoroughly to ensure that you understand and answer all parts. If the question pertains to an assignment or reading, complete that task first so you can knowledgeably write about it. Review comments left by classmates so that you don’t repeat. Build off the other comments to show you read and thought critically about them. Jot down the main idea of your response along with a few key points as a guide.

2 Writing Your Post

Type your response initially in a word processing program so you don’t lose or send your work prematurely. Online class discussions are typically informal compared to written papers, but you should use proper grammar and spelling. Start with the main idea of your response, followed by supporting facts. You might pull from class notes, assignments or personal experiences to back your ideas.

For example, in an education class on classroom management, share a behavior-management strategy you used in a practicum experience in a classroom. Refer to the source that gave you the idea for the strategy. Take a hint from your professor by referring to texts, works and lectures for additional supporting material. Make your post easy to read. Use bullet points to organize a list of short ideas, for example. Break the comments into paragraphs if they are longer than a few sentences. Read your response before posting to check for mistakes.

1. Make sure to monitor the conversations regularly. It’s best to do this around a schedule. Put a time in place when you can sit down and go through the conversations. If it is your own forum that you are monitoring be clear with people on how often you will be doing this, people will know when to expect your response. For example, state that the forum will be monitored and responded to every two days, or each morning.

2. Set up your forum or response so that you get an alert every time a comment is made. This is super easy, most forums have a tick box. You’ll know when there are new comments to read.

3. Choose who to respond to first. If someone needs a reply immediately then address that comment first, especially if it’s a negative comment (see below on how to deal with negative comments). Replying immediately to positive comments can build a momentum of positivism.

4. Respond to what others have said. Check out what’s happening and what people are saying. Your best response is going to come from knowing what others are saying and addressing them directly. Ask people how they came to a conclusion or support their comments.

5. Add your knowledge. After responding to what others have said add your knowledge to the discussion. Build on the discussion and make it stronger by adding your new points and ideas. If you found some information that relates, share it with everyone.

6. Ask a question at the end. This will encourage others to respond to your post. The broader the question the more responses you may get. Make the question exciting and to reach a wide audience, you might get a few lurkers to come on board and respond.

– Remember there are always lots of ‘lurkers’ on forums, people who read but don’t actively participate. Your comment will be seen by many more than just those who have written.

Find the comments and address them. You’ve got to go through all the comments and find anything that might be confused or negative. This goes for anything that could damage your course or your brand.

Often people are lost and simply need support to be guided in the right direction. A negative comment could be a cry for help so put yourself there as support.

Remember to not loose your cool. If you think you might come back to the post later. Also remember not to remove the negative post. You can gain more loyal commentators if you address and resolve the issue. People will see that you are dedicated to building the community.

You can easily reply to any discussion, threaded or focused. However, the reply process varies depending on the type of discussion.

If the steps in this lesson do not match what is displayed in your course, learn how to reply to a discussion in the Discussions Redesign interface.

Note: The discussion reply Rich Content Editor includes a word count display below the bottom right corner of the text box.

Open Discussions

How to answer discussion questions

In Course Navigation, click the Discussions link.

Open Discussion

Click the name of the Discussion.

Reply to Discussion

How to answer discussion questions

To reply to the main discussion, type your reply in the Reply field.

Post a Message

How to answer discussion questions

To enter your reply, add links, photos, equations, and/or media, use the Rich Content Editor [1]. To attach files to your discussion reply, click the Attach link [2].

To post your reply, click the Post Reply button [3].

Note: If you post your discussion response before an attached image finishes uploading, Canvas displays a warning message.

View Your Reply

How to answer discussion questions

Your reply will be posted at the bottom of the discussion reply thread. The border of your post will flash blue indicating it has been newly posted. The dot indicator next to your post will immediately show an outline icon if Canvas automatically marks your posts as read. However, if you manually mark your posts as read, the indicator will remain a solid dot.

Reply to a Comment in a Focused Discussion

How to answer discussion questions

In a focused discussion, you can reply to a comment already posted by another student by clicking in the reply field below the post.

Post a Message

How to answer discussion questions

To enter your reply, add links, photos, equations, and/or media, use the Rich Content Editor [1]. To attach files to your discussion reply, click the Attach link [2].

To post your reply, click the Post Reply button [3].

Note: If you post your discussion response before an attached image finishes uploading, Canvas displays a warning message.

View Your Reply

How to answer discussion questions

Your reply will be posted at the bottom of the discussion reply thread. The border of your post will flash blue indicating it has been newly posted. The dot indicator next to your post will immediately turn white if Canvas automatically marks your posts as read. However, if you manually mark your posts as read, the indicator will remain blue.

Reply to a Comment in a Threaded Discussion

How to answer discussion questions

In a threaded discussion, you can reply to a comment already posted by another student. Locate the post you want to reply to and click the reply icon.

Post a Message

How to answer discussion questions

To enter your reply, add links, photos, equations, and/or media, use the Rich Content Editor [1]. To attach files to your discussion reply, click the Attach link [2].

To post your reply, click the Post Reply button [3].

Note: If you post your discussion response before an attached image finishes uploading, Canvas displays a warning message.

View Your Reply

How to answer discussion questions

Your reply will be posted at the bottom of the discussion reply thread. The border of your post will flash blue indicating it has been newly posted. The unread icon next to your post will immediately change to the read icon if Canvas automatically marks your posts as read. However, if you manually mark your posts as read, it will show the unread icon until you manually mark the post as read.

You can easily reply to any discussion. However, the reply option may vary depending upon how your instructor set up the discussion. Discussion replies can be edited or deleted, as long as your instructor has not restricted this setting in your course.

Before submitting a reply for a graded discussion, you may want to review all discussion information, such as the graded discussion rubric, if any.

  • The discussion reply Rich Content Editor includes a word count display below the bottom right corner of the text box.
  • If your discussion looks different than what is displayed in this lesson, your instructor may be using Discussions Redesign in your course. Learn how to reply to a discussion in Discussions Redesign.

Open Discussions

How to answer discussion questions

In Course Navigation, click the Discussions link.

Open Discussion

Click the title of the discussion.

Reply to Discussion

How to answer discussion questions

To reply to the main discussion, type your reply in the Reply field.

Post Reply

How to answer discussion questions

Add your reply, links, files, and other media in the Rich Content Editor [1]. If allowed in your course, you may also attach files [2].

To post your reply, click the Post Reply button [3].

Note: If you post your discussion response before an attached image finishes uploading, Canvas displays a warning message.

View Your Reply

How to answer discussion questions

Your reply will be posted at the bottom of the discussion reply thread. The border of your post will flash indicating it has been newly posted. The unread icon next to your post will immediately change to the read icon if Canvas automatically marks your posts as read. However, if you manually mark your posts as read, the unread icon will remain until you manually mark it as read.

Thread a Discussion Reply

How to answer discussion questions

To respond to a discussion reply, click the Reply link.

Note: Depending on how your instructor set up the discussion, the reply field may look slightly different.

Post Reply

How to answer discussion questions

Add your reply, links, files, and other media in the Rich Content Editor [1]. If allowed in your course, you may also attach files [2].

To post your reply, click the Post Reply button [3].

Note: If you post your discussion response before an attached image finishes uploading, Canvas displays a warning message.

View Reply

How to answer discussion questions

Your reply displays at the bottom of the discussion thread. If your discussion replies are automatically marked as read, your new reply displays a Read icon [1]. If you have selected to manually mark read discussion posts, your post displays an Unread icon [2] until you manually mark it as read.

6 Types of Questions to Improve Classroom Discussions

The heart of quality discussion

Questions are the heart of discussion. A great question will challenge your students, sparking collaborative thought-provoking class conversations that lead students to communicate with their peers.

If the right questions are asked, students will be thoroughly engaged in the discussion, where they will share prepared and researched ideas, explore thoughts and reflections and actively practice 21st century skills such as:

  • communication
  • critical thinking
  • collaboration
  • creativity
  • problem solving
  • and much more, which will prepare them for the challenges and opportunities of today and the future.

All of these things are true, but only if the right questions are asked. If you want to propel your students to think more deeply during classroom discussions, it’s important to keep in mind the questions you’re asking.

The following 6 questions have been shown to improve the outcomes of discussion, helping to get students thinking about content more deeply.

How to answer discussion questions

Thought-provoking questions = better discussions

1. Moral/ethical dilemmas

Provide students with a problem or situation, and ask them to explore one or more of the moral and ethical concerns.

This type of prompt will get students thinking about the topic from multiple sides, giving them a broader understanding of the subject. This will help prepare them for discussion, as they now have the tools to form their own opinions and ideas based on those that they have researched.

2. Assess → Diagnose → Act

Assessment: What is the issue or problem at hand?

Diagnosis: What is the root cause of this issue or problem?

Action: How can we solve the issue?

This type of question will help students through the process of problem solving. Each step will have them evaluating the problem and prompting to think of ways that they can fix it/deal with it.

3. Compare and Contrast

Ask your students to make connections and identify differences between ideas that can be found in class texts, articles, images, videos and more etc.

When students understand the similarities and differences between different ideas they are able to develop a better argument because they understand both sides. This type of question will lead to better constructed responses from students and in turn deeper, more well-rounded discussions.

4. Interpretive → Evaluative

Begin with questions about the intentions or goals of the author, creator, character etc. Then ask students to evaluate the veracity of these intentions, and finally the effectiveness of the methods used.

5. Conceptual Changes

Introduce students to a new concept or idea, then ask them to search online to find a common misconception about this topic and explain it in their response.

Both 4. and 5. get students forming their own ideas about a topic based on the content they’ve read. Once they’ve formed their own ideas they must then question their own methods and challenge their original thoughts. These are great ways to get students thinking critically about their own ideas, coaching them to reflect and self-evaluate.

6. Personal Exploration

Let students explore a new idea on their own terms. Exploring what it means to them as individuals. This creative freedom helps them find their authentic voice. For example:

“What does _______ mean to you?” OR “Find an example of…”

Questions like this encourage students to be curious and build a personal connection with the topic. This makes the topic more interesting to the student which helps foster further engagement during discussions.

The Parlay Universe

The Universe is a great place to start if you’re looking for discussion topics, or question inspiration. Every prompt has great discussion questions that are framed using Bloom’s Taxonomy. This helps to make sure that every question supports the development of critical thinking skills and sparks meaningful and thoughtful responses.

These questions have been adapted from “Engaging Students in Discussion Online” (from the Teaching and Learning Bulletin 6.2 [2002] produced by the University of Washington’s Center for Instructional Development and Research)

1. What should students gain through participation in the discussion?

Start by establishing your learning objectives for the online discussion and identifying how they relate to the course goals. Communicate these objectives and their relation to the course to the students to motivate them to participate and monitor their own progress. Remember to consider how you will determine if the discussion is successful and students are learning.

Example Goals:

  • Expose student misconceptions and questions
  • Situate abstract tasks into authentic context
  • Identify key-concepts in a reading or practice close reading
  • Extend or apply issues developed in the course
  • Prepare for an in-class discussion; e.g., students can reflect on the readings, answer simple questions, solve simple problems, review concepts, or compare experiences

2. How will you start the online discussion?

Introduce the discussion with a prompt that lets the students understand your expectations, their role in the discussion and the basis for the discussion (e.g., readings, in-class discussion, lecture material, personal opinion, new resources).

Tips for Designing the Discussion Prompt:

  • Welcome all voices to the forum to create an inclusive sense of community and foster the development of trust and respect in the community members.
  • Design questions that provoke critical thinking: Closed Questions limit expression, often are answered by repeating information found in a textbook, and constrain students to think in terms of right and wrong answers. Open Questions allow for expression, multiple answers or solutions and for the exploration of the unknown.
  • Encourage reflection and self-monitoring; e.g., ask students to create summaries.
  • Invoke disciplinary thought and practice to provide an authentic experience for students.
  • Establish ground rules; e.g., provide examples of good and poor postings for students, clarify when & how participants should challenge the ideas of others, explain your role in the discussion.

Example Prompt:

Each student will contribute to the weekly class blog, posting an approximately 500-word response to the week’s readings. There are a number of ways to approach these open-ended posts: consider the reading in relation to its historical or theoretical context; write about an aspect of the day’s reading that you don’t understand, or something that jars you; formulate an insightful question or two about the reading and then attempt to answer your own questions; or respond to another student’s post, building upon it, disagreeing with it, or re-thinking it. In any case, strive for thoughtfulness and nuance. To ensure that everyone has a chance to read the blog before class, post your response by midnight the evening before class.

3. How will you facilitate the online discussion?

The instructor’s presence online emphasizes the value of the discussion, and helps students to retain interest in the discussion and clarity of its purpose. Therefore, consider periodically responding to individual postings or main themes in the discussion.

Tips for Sustaining Online Discussions:

  • Encourage risk-taking in the exchange of ideas because the exploration of understandings and misunderstandings is fundamental to the construction of new knowledge.
  • Encourage students to draw on their unique backgrounds and support multiple perspectives because the exploration of different viewpoints fosters critique, insight and understanding.
  • Anticipate responses so that you can plan targeted follow-up questions or responses.

Tips for the Process of Online Facilitation:

  • Pause for student self-discovery and peer interaction. Don’t always jump in with the “right” answer as this can shut down student conversation and exploration.
  • Use probing responses rather than authoritative statements to lead the discussion in productive directions and avoid evaluative posts to encourage student ideas and the process of exploration.
  • Tie student ideas together and revisit past contributions to incorporate them in new discussions.
  • Asking students to clarify or elaborate on their ideas, encourage them to react to and build on the comments of others, and add new ideas or directions to the conversation.
  • Connect ideas discussed online to the rest of the course, e.g., answer questions raised online during class, connect topics from the online discussion to in-class discussions, etc.

Example Responses to Students’ Posts:

  • “What additional evidence is there to support your thinking about X?”
  • “What assumptions are we making about X? How would our interpretation be different with an alternate set of assumptions?”
  • “What don’t we know about X, and how might that help us consider this issue another way?”
  • “Can you articulate your point another way or provide an example to clarify it?”
  • “How else might you interpret X?”

4. Will you assess the discussion?

Identify how the discussion board is connected to the course grade, if you will grade student posts, and how the discussions might prepare students for other graded course assignments & assessments.

Tips for Assessing Online Discussion Boards:

  • Establish clear criteria for posts; e.g., share models or a rubric with the students.
  • Provide feedback on student posts; e.g., highlight good examples in class or online.
  • Collect student feedback; e.g., survey students to find out how the discussion is contributing to their learning.

Example Rubric for Discussion Post 1 :

Rating Characteristics
4 The posting(s) integrates multiple viewpoints and weaves both class readings and other participants’ postings into their discussion of the subject. It integrates examples with explanations or analysis and demonstrates awareness of its own limitations or implications.
3 The posting(s) builds upon the ideas of another participant or two, and digs deeper into the question(s) posed by the instructor. It is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas.
2 A single posting that does not interact with or incorporate the ideas of other participants’ comments.
1 A simple “me too” comment that neither expands the conversation nor demonstrates any degree of reflection by the student.
0 No comment

1 This example is from Pedagogy and the Class Blog by Mark Sample (August 2009)

Published on March 21, 2019 by Shona McCombes. Revised on October 13, 2020.

The discussion chapter is where you delve into the meaning, importance and relevance of your results. It should focus on explaining and evaluating what you found, showing how it relates to your literature review and research questions, and making an argument in support of your overall conclusion. There are many different ways to write this section, but you can focus your discussion around four key elements:

  • Interpretations: what do the results mean?
  • Implications: why do the results matter?
  • Limitations: what can’t the results tell us?
  • Recommendations: what practical actions or scientific studies should follow?

There is often overlap between the discussion and conclusion, and in some dissertations these two sections are included in a single chapter. Occasionally, the results and discussion will be combined into one chapter. If you’re unsure of the best structure for your research, look at sample dissertations in your field or consult your supervisor.

Table of contents

  1. Summarize your key findings
  2. Give your interpretations
  3. Discuss the implications
  4. Acknowledge the limitations
  5. State your recommendations
  6. What to leave out of the discussion
  7. Checklist
  8. Frequently asked questions about the discussion

Summarize your key findings

Start this chapter by reiterating your research problem and concisely summarizing your major findings. Don’t just repeat all the data you have already reported – aim for a clear statement of the overall result that directly answers your main research question. This should be no more than one paragraph.

Examples

  • The results indicate that…
  • The study demonstrates a correlation between…
  • This analysis supports the theory that…
  • The data suggests that…

Give your interpretations

The meaning of the results might seem obvious to you, but it’s important to spell out their significance for the reader and show exactly how they answer your research questions.

The form of your interpretations will depend on the type of research, but some typical approaches to interpreting the data include:

  • Identifying correlations, patterns and relationships among the data
  • Discussing whether the results met your expectations or supported your hypotheses
  • Contextualizing your findings within previous research and theory
  • Explaining unexpected results and evaluating their significance
  • Considering possible alternative explanations and making an argument for your position

You can organize your discussion around key themes, hypotheses or research questions, following the same structure as your results section. You can also begin by highlighting the most significant or unexpected results.

“I hate essays!” This battle cry is famous to most students. That’s because essay questions are either easy or difficult. Either way, there’s no certain formula. Even if you think you know the answer – don’t be overconfident – the critical part is how you make your essay worth reading. So how do you do it?

Audio Version of this Post

Tips for Writing an Essay

Read the question more than once. Some questions can be tricky so make sure you understand it to the letter. A lot of students commit error by simply not reading instructions very well. They read and then write a long essay, only to realize very late that they did not understand the question correctly.

Familiarize yourself with your professor or teacher’s style of organization, if you can. As students, it’s your role to know how your teachers want their essays answered.

Mentally go through your lecture notes before writing anything on your paper.

Create an outline of thoughts and related topics in connection with the essay question. By doing this you are helping yourself create a more organized answer.

Construct an idea in each paragraph. Go back to your essay outline if you think you are repeating yourself or not making sense at all.

Use the terminology of the course. Be professional in knowing what type of words to use in a particular topic or subject.

Read and go back to your previous paragraphs after you are finished with one paragraph. This will help you determine your flow of thought and if you are really making a point or giving an answer.

Don’t include ideas that are off-topic.

If there are too many ideas in your outline, cut out the least important ones. As much as possible, make your idea concrete and pointed, with arguments or statements that is easy to understand.

The body of your essay should have a summary or statement.

Support your summary or statement with adequate details and specifics. If you do not know how to add details, just expand on your generic idea.

Avoid jumping from one point to another.

Avoid vague descriptions if necessary. Include specifics to get your message across.

Review the question again and again so you will not lose your thread of thinking.

If you have time to make revisions, do so.

Use all the time you have to complete your essay. Review and re-check your answers before submitting your paper.

If you have nothing to write and don’t know what to write, don’t leave your paper blank. Write something at least.

cheers,
Chris Maunder

The Code Project Co-founder
Microsoft C++ MVP

    Choose the correct forum for your message. Posting a VB.NET question in the C++ forum will end in tears.

cheers,
Chris Maunder

The Code Project Co-founder

I just browsed to namespace System.Net, using VS2010, and can see that WebClient.DownloadString(ur(i)) is a member of System [4.0.0.0] so I’d suggest going into the Project Properties and see if you can’t switch the Target framework from the green one, 4.6.1, to . say 2.0 or a little higher. Maybe 4.0.

Nothing I’ve ever compiled with VS2010 gave me troubles on Vista but TLS did superceed SSL as I recall back around Windows 2000. Then again, I’ve actually has RDP running on Vista (though not attaching to Windows 2000) . so I don’t know what gives with RDP.

Dave Kreskowiak

If you’re looking for something more akin to a normal .MSI installer, you’re going to have to use a 3rd party packaging tool, like Wix, InnoSetup, Advanced Installer, InstallShield, or the like to package up your app.

Dave Kreskowiak

If that’s how your code is really formatted, it’s no wonder you’re getting this error.

It means you have mismatched < and >characters in your code.

Clean up the formatting, making sure matching < and >line up and are indented properly and you’ll find the problem.

The error says you’re missing a closing brace at the end of the code snippet you posted.

Dave Kreskowiak

You need one more > to close the class. Add it to the end of your class.

See Sample below:-

public class moviment1 : MonoBehaviour
<
public float Speed;
public float JumpForce;

public bool isJumping;
public bool doubleJump;

private Rigidbody2D rig;

// Start is called before the first frame update
void Start()
<
rig = GetComponent();
>

// Update is called once per frame
void Update()
<
Move();
Jump();
>
// MOVE

void Move()
<
Vector3 movement = new Vector3(Input.GetAxis(“Horizontal”), 0.0f, 0.0f);
transform.position += movement * Time.deltaTime * Speed;
>

// JUMP
void Jump()
<
if (Input.GetButtonDown(“Jump”))
<
if (!isJumping)
<

rig.AddForce(new Vector2(0.0f, JumpForce), ForceMode2D, Impulse);
doubleJump = true;
>
else
<
if (doubleJump)
<
rig.AddForce(new Vector2(0.0f, JumpForce), ForceMode2D, Impulse);
doubleJump = false;
>
>
>
>
void OnCollisionEnter2D(Collision2D collision)
<
if (collision.gameObject.layer == 8)
<
isJumping = false;
>
>
void OnCollisionExit2D(Collision2D collision)
<
if (collision.gameObject.layer == 8)
<

This is not a good question – we cannot work out from that little what you are trying to do.
Remember that we can’t see your screen, access your HDD, or read your mind – we only get exactly what you type to work with – we get no other context for your project.
Imagine this: you go for a drive in the country, but you have a problem with the car. You call the garage, say “it broke” and turn off your phone. How long will you be waiting before the garage arrives with the right bits and tools to fix the car given they don’t know what make or model it is, who you are, what happened when it all went wrong, or even where you are?

That’s what you’ve done here. So stop typing as little as possible and try explaining things to people who have no way to access your project!

Where can I find a tutorial that will help me understand how to capture when a user presses the “X” in the upper right corner of the form? Right now everything is working fine, but when they press the “X” in a child form, it doesnt return to the parent form or in the case of the main form, exit the application.

So, something to show me how to capture when that “X” is clicked.

You can’t. That’s the whole point of a Service: it has no interaction at all with the user, and will run even when a user is not logged in. Services run in an isolated session that is absolutely prohibited from any interaction with the user, desktop, display, keyboard, mouse, or any other HMI device.

So it can’t start an app that has any interaction with the user because it has no idea what user that might be, or even that there is a keyboard and display attached to the computer .

“Before entering on an understanding, I have meditated for a long time, and have foreseen what might happen. It is not genius which reveals to me suddenly, secretly, what I have to say or to do in a circumstance unexpected by other people; it is reflection, it is meditation.” – Napoleon I

You could use the ‘as’ operator to try and cast it to a known type, if the cast works then you know the object type.

GetType() will return the object name

General News Suggestion Question Bug Answer Joke Praise Rant Admin

Use Ctrl+Left/Right to switch messages, Ctrl+Up/Down to switch threads, Ctrl+Shift+Left/Right to switch pages.

In discussions, threads grow as users respond to the initial and subsequent posts. Replies build on one another to construct a conversation. As the number of posts grows, users can filter, sort, collect, and tag posts, if tagging is enabled.

Discussion etiquette

To help students understand your expectations, establish discussion etiquette immediately. You can model proper online interaction and reinforce appropriate behavior with public recognition. In addition, you can provide specific guidelines:

  • Use descriptive subject lines to make threads easy to follow and scan.
  • Keep posts short and use plain language. Your audience is reading onscreen and may have several messages to read.
  • Support your statements with evidence when you agree or disagree with others.
  • Use professional language, including proper grammar, in academic-related posts. No slang, emoticons, or chat acronyms allowed.
  • Use attachments or links to websites for long, detailed information.
  • Stay on topic. If you want to introduce a new tangent, find a suitable forum or start a new thread if allowed.
  • Be respectful of other people’s opinions and remember the golden rule—to treat others as you want to be treated.

For graded forums and threads, tell students specifically what you expect both in terms of quantity and quality of posts. You can even share some exemplary posts. You can also use rubrics to help students understand your objectives.

Respond to a discussion

From your mobile device or desktop, jump into discussions at any time.

From the activity stream : The activity stream is your key to access new course content quickly in Blackboard Learn. You can participate in any discussion for any of your courses instantly. Select a discussion in the list and a layer opens. New responses and replies are highlighted so you can see what’s changed since you last visited the discussion. Close the layer to return to the activity stream.

In a course : You can access a discussion from the Course Content page or from the Discussions page.

Note that the author of the discussion appears above the Participants list. All course members can see who created the discussion. You determine if your students are allowed to create discussions.

How to answer discussion questions

You can use the options in the editor to format text, attach files, and embed multimedia.

To use your keyboard to jump to the editor toolbar, press ALT + F10. On a Mac, press Fn + ALT + F10. Use the arrow keys to select an option, such as a numbered list.

Word count for discussion responses

As you and your students create discussion responses, the word count appears below the editor. After you save your response, the word count no longer appears.

How to answer discussion questions

These items are included in the word count:

  • Individual words
  • Web links
  • Text in bulleted or numbered lists, but the bullets or numbers themselves aren’t included
  • Superscript and subscript text not part of another word

These items and formatting elements don’t affect the word count:

  • Images, videos, and file attachments
  • Math formulas
  • Blank spaces and lines
  • Alternative text

When you use punctuation to attach words or numbers, the count is affected. For example, “We went. without you” is counted as three words. The words or numbers on either side of the punctuation are counted as one word.

Delete responses and replies

Instructors can edit or delete anyone’s responses and replies. Students can delete only their own responses and replies.

Open the menu for a response or reply to access the Edit and Delete functions. If you delete an initial response, all replies remain. The system displays a message about your deletion so others know what happened.

‘Discuss’ questions are normally worth either 12 or 24 marks. An example may be ‘Discuss neural mechanisms in aggression’. Disuss questions should always start with describing something e.g. in this case, you would start by giving a brief overview (description) of the role of serotonin and the amygdala in aggression. This is to gain AO1 marks (normally worth either 2 or 4 marks and are the easiest to gain if you ‘know your stuff!’).

Next, you would provide evidence in support (e.g. of the role of serotonin/amygdala by stating research findings and studies) and then either evidence against (studies which did not find this evidence) or criticisms of the evidence in support (e.g. reliability/validity issues of the studies in support). This is to gain AO2 marks and you would repeat this process if it was a 24 mark question.

Finally, the IDA (Issues/Debates/Approaches) section. Here, you develop one or more points relating to the discussion point e.g. the neural mechanisms explanation of aggression. For example, reductionism (a CRITICISM is that this is a simplistic explanation for a complex phenomenon, but an ADVANTAGE is that this allows for the benefits of focusing on one particular explanation) e.g. focusing on biological/neural explanations of aggression ignores possible environmental influences, but allows for medication to be targeted towards one specific thing.

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How to answer discussion questions

The key to any great panel discussion is the quality and clarity of the panel questions. Depending on the panel discussion format, panel questions can come from the panel moderator, the audience, or as a follow-up question posed by the panel moderator, a panelist, or an audience member.

9 Steps to Create Good Panel Questions

1. Do Your Research.

Before you put pen to paper (or fingers to the keyboard), you’ll want to do a bit of research on the topic, the panelists, and the audience.

2. Create a List of Potential Questions.

As you research the topic, talk to the panelists and connect with the audience (either through social media or a few sample interviews), you’ll start to compile a list of potential questions. At this point, don’t worry about the exact phrasing or quality of the questions. Prepare more questions than you think you’ll need – and make sure they cover the topical landscape.

3. Review Your List.

When you are ready, pull out that long list of questions from your research. Ask the following questions:

  • What’s the most prevalent question on everyone’s mind?
  • Why is this topic important right now?
  • What are the key challenges the audience is facing about this topic?
  • What are the two things that are most important to share/discover on this topic during the panel?
  • Where does the panel agree and disagree about the topic?
  • What’s missing?

4. Cull Your List.

Whittle your list of questions down to at least two main questions per panelist and keep a backup of ten or more questions to use if needed. Keep questions that will:

Deliver the biggest and broadest impact and value from the audience’s perspective

Leverage the panelist’s expertise and experiences in a useful way

Address an issue, challenge, or capture the interest of the audience

Start a deeper conversation or spark an interesting debate

Uncover something the audience can’t easily find on the internet

Provide valuable takeaway nuggets.

5. Sanity-Check Your Questions.

When finalizing your questions, put yourself in your audience’s shoes. Use your valued resources from step 1 and ask them to take a look at your draft list of questions:

  • Is there something you would be interested in that I’m not asking or thinking about?
  • Do you think these questions are relevant /good?
  • What else should I add/consider?
  • Which of these questions do you think I should dump?

6. Sequence the Questions.

Typically, moderator-curated questions have a flow that moves from strategic to the more tactical:

  • Strategic. Start with broad or ”high altitude” questions designed to discuss what is happening in the world.
  • Benefits. Move to the benefits and/or consequences about why the audience should care.
  • Specifics. Ask more specific questions where the panelists will be more inclined to share anecdotes or concrete examples.
  • Application. Make sure the audience walks away with substantial value and the ability to apply the information.

7. Strategize the Opening.

The first question sets the tone for the panel, so you want to be thoughtful about how you start the questioning process. There are three schools of thought on the way you should start with moderator-curated questions:

Softie. Warm up the panelists with broad, easy questions so the panelists can settle in and relax. Ask for a definition, talk about the history of the topic, or why this topic is so interesting. Then raise the stakes, probing into more controversial areas.

Hardball. Start out with a strong, provocative question. For example, ask each panelist, in 30 seconds or less to offer a strong opinion on the topic.

Gauge the Room. When the audience’s skill level is not known, do some level-setting of the audience’s experience. For example, ask for a show of hands, “How many people have less than 2 years experience writing Java? Between 2-5 years? And those who think they should be on the panel rather than out in the audience?”
The first person to speak will also influence the tone of the panel, so consider carefully who you want to start with. Consider having the seating plan reflect your initial order.

8. Tweak the Questions.

Rephrase the questions more economically (the shorter, the better) in order to position the question for the panelist and audience and to focus them to keep the panelists on track. Your final litmus test for a good panel question is to filter it through the lens of the audience. Will they care? What will they do with the answer? For example, you can ask a panel question about “future trends” or you can ask about “future trends the audience should be aware of.” It’s a subtle nuance, but will help keep the focus of the panel on value to the audience (vs. what the panelist pundits care about!) When finalizing your questions, put yourself in your audience’s shoes. Make sure you ask great questions that are on everyone’s mind.

9. Create Your Cue Cards.

You can write your questions down on 3×5 or 5×7 index cards (consider using a key-ring punched through the upper left-hand corner to keep the cards in order during the session) or use a tablet to scroll through the questions. You can also use these cards as prompts for your welcoming remarks, panelist introductions, and closing remarks. For a useful template for using index cards during panel presentations Click here.

Why go through all the hassle of curating some fabulous panel questions? Consider it to be an insurance policy. Sometimes, you won’t even need to use many of them because the conversation flows easily. Other times, you may have to use every single one of them during a rather fitful panel discussion. You just don’t know what you’ll find until you get there. So why not come prepared?

Related Articles

KRISTIN ARNOLD, MBA, CSP, CPF | Master, professional panel moderator and high stakes meeting facilitator is on a quest to make all panel discussions lively and informative. Check out her free 7-part video series on how to moderate a panel and other resources to help you organize, moderate, or be a panel member.

Note: This article has been excerpted from the SmallGroups.com training resource called How to Prepare for a Bible Study.

Knowing how to ask good questions is one of the key elements of a successful small group. Questions are what transform a small-group lesson from a lecture into an interactive setting—which should be our goal as group leaders.

Below are a few guidelines for writing and asking good questions. I began to think about this subject a number of years ago as a result of reading Karen Lee-Thorp’s book How to Ask Great Questions . The book inspired several of the ideas below, and is still a helpful addition to any small-group leader’s library.

1. Good Questions Create a Conversation

And they create those conversations without putting anyone in the spot. You don’t want our small-group members to feel like they are in school, taking a test. You also don’t want a scenario where you are the learned teacher asking all the questions, and the group members are under pressure to know the answers you expect from them. That is not a healthy learning situation.

In contrast, some of the best discussion questions solicit input from everyone present. The best example of this is to ask people what they think. There is no wrong answer to the question, “What do you think?” “What do you think Jesus means when He says, ‘Sell your possessions?’ Was He talking to you and me? What’s your opinion?”

Of course, as a leader, you will sometimes know what the Bible actually teaches about this—you’re not supposed to be void of knowledge or opinions. But you want to gently steer the group toward the answer Jesus gives. Allowing people to discuss questions and process the answers themselves improves their rate of retention. It’s also a good idea to remember that your knowledge or opinion may not represent the full scope of a passage or verse.

2. Good Questions Focus on One Thing

Make sure your questions are focused and clear. Here’s a poor example of how to address a topic: “What did Jesus mean by ‘You are the Light of the world,’ how did his disciples respond, and how should we today respond to this statement?” Instead, break those questions down to make them more clear and focused:

  • What did Jesus mean by “You are the light of the world?”
  • How did Jesus’ disciples respond to his announcement about being the light of the world?
  • How should we today respond to Jesus’ statement to be the light of the world?

Rather than asking a multi-layered question, it’s best to ask just one simple question and wait for responses before asking the next thing. Well-focused questions also serve as a tool to keep bringing the group back around to the subject at hand. Small groups are notorious for getting off the subject, and clearly worded, pin-pointed questions help a group leader avoid this problem.

3. Good Questions Can Be Understood By Everyone

As a group leader, you want to keep the questions simple enough that everyone has a reasonable chance of knowing what you mean the first time you say it. So, the following won’t work very well: “In light of the current theological debate about millennial views, which is prevalent in many seminaries—and other places as well, many books having been written about this from the premillennial, postmillennial and amillennial positions—how do you think we should respond to this debate in the church, in the our homes, in schools, and at the government level?”

It would be much better to ask, “How much should we care about the end times?”

4. Good Questions Say What They Mean

Let’s say you’re studying 1 Corinthians 11—specifically, the passage about women wearing head coverings. It’s not a good idea to ask, “Is Paul saying something true here?” This is the Bible, after all—of course he’s saying something true! It’s better to ask, “Is Paul saying something here that applies to women today?”

That may seem like a subtle difference, and it is. But it shows how important it is not to get lazy when you write discussion questions.

5. Good Questions Are Open-Ended

A person can answer “yes” or “no” without engaging his or her brain. On the other hand, an open-ended question compels people to think about the facts of a text, or the situation. We utilize this principle in everyday life. Over dinner, if I say to my children, “How was school today?” they will respond “Fine.” And we’re done. But if I say to them, “Tell me something interesting that happened today at school,” they have to focus on a specific incident, and I can get them talking. The same thing applies in group discussions.

6. Good Questions Involve Emotions

There is more to studying the Bible than intelligence, and there is more to discussing the Bible than intellect. Group leaders need to involve people’s emotions, and questions are a great way to do just that.

Some good examples would be:

  • How do you respond inwardly to these claims Jesus makes?
  • How do you feel about these teachings on love?
  • How do you react to that truth?

7. Good Questions Deal with People’s Interests

Sometimes it’s good to connect a Bible study question with the current interests and passions of your group members. Not every time, of course, but sometimes. Here are some possible examples: “Dave, you’ve been a college athlete. How do you react to Paul saying, ‘I buffet my body daily’?” “Several of you have read the Left Behind series. How do you think it lines up with what John is saying here in Revelation?”

8. Good Questions Are Sometimes Answers to Other Questions

In any small-group setting, people usually direct questions to the group leader. Even if you’ve done a good job of establishing that you are a co-learner and don’t have all the answers, people will still direct their questions to you most of the time.

So, in response, it is often a good idea to answer their questions with a question of your own. Like: “What do you think about that?” or “Anyone here tonight have ideas about the answer to that?”

    Choose the correct forum for your message. Posting a VB.NET question in the C++ forum will end in tears.

cheers,
Chris Maunder

The Code Project Co-founder

How can I get access to CXXView variables from CLASS A in MFC?

Indeed; DOSE NOT WORK ==> CXXView * pCurrentView = static_cast(GetActiveView());
Because of this error:
GetActiveView() is undifined (XXView.h is included in CLASS A)

Of course it does not work! GetActiveView is a method of CFrameWnd class, but your “CLASS A” has nothing to do with the CFrameWnd!

Many thanks for your help.

In fact, I do some calculations in CLASS A, then I want to show the results of those calculations in
CXXView class by using pDC->Textout(. ).

I use InvalidateRect(NULL,NULL,FALSE) to redraw the view, but as you know it is not a good idea.
I have defined a CRect in CXXView class that I know those texts are going to be shown in that rect and I want to Invalidate just that rect from CLASS A.

On the other hand, while I am in CLASS A and using InvalidateRect function, this function needs 2 parameters of CXXView class to be done that are HWND and CRect is defined in class CXXView.

Why are you trying to do it from the “CLASS A” instance?
Just implement it in the CXXView class. Or, if your “CLASS A” already has a method that does what you need then just call it from within the instance of CXXView class (of course, this method must be declared as public or protected, not as private).

Dear Victor Nijegorodov

Before of all, many thanks for your advice.

The structure of solution is as follows:
Calculations are to be done in CLASS A;
and class CXXView : public CView, public CALSS A
CXXView dose not know when these Calculations are done;
When CLASS A send a message to CXXView, then CXXView execute other methods;
The message is InvalidateRect;

The problem is that CXXView dose not know when these Calculations are done.
On the ther hand, I don’t want to define a flag and check it continuously if Calculations are done or not?

so CXXView has to await receiving InvalidateRect message from CLASS A

I tried to define an instance of CXXView class within the CLASS A:

CXXView* pCurrentView;
CRect rect = pCurrentView->m_Rect_zone;
HWND pWnd = pCurrentView->GetSafeHwnd();
InvalidateRect(NULL, NULL, FALSE);

but I was not succeeded because of this compiler error:
Uninitialized variable pCurrentView

One macro or something like that is missing here (CXXView* pCurrentView;) which I am not familiar with that.

Disclaimer: I have no clue about the second part.

Problem: We have a keypad lock at our work facilities. You present your card, and then if the last four digits typed are a valid entry code, the door opens. So if a valid code is 2345, and you type 1234, the door doesn’t open. If you then add a 5, the door opens.

An algoritm for trying all possible keys is like the first homework assignment in 101 Elementary Programming.

If you have no knowledge of any entry code, but you know that if the last four digits are correct, the door will open, what will be your dialing strategy for making the minimal nunber of keys dialled to get in? What will be the worst case number of digits dialled? Can you prove that this it the theoretically best, that no other algorithm will provide a lower worst case?

What will be the average across all possible entry codes? Can you prove that your algorithm provides the minimal number of total keypresses in the average case?

Here is the code i have tried to put an element at the back of the list:

But it is not working
output: it is same in both the cases

Social Media – A platform that makes it easier for the crazies to find each other.

Everyone is born right handed. Only the strongest overcome it.
Fight for left-handed rights and hand equality.

Here’s a quote from a movie script (Batman: The Dark Night) which I found pretty confusing.

Bruce: “How will it hold up against dogs?”(The ‘it“ in the question refers to one of Batman’s gadgets)
The technician: “It should do fine against cats.”

In here, I actually expected an answer that explains how the gadget works rather than how it is(fine, good or bad) for the”how” question.

Because for example, “How are you gonna prepare the exam?”, the answer would reasonably be “I am gonna study the book first and then do some exercise problems”. And it should be very unusual that people answered “I am gonna prepare the exam very well.”

So my question is, when faced with a “how” question, how do we know if we should explain how things work in the reply, or give a comment with words like”good”,”well”, “Ok” or “bad”?

Moderator
  • Feb 23, 2012
  • #2

As is so often the case, context is important. Normally the intended meaning of the question will be clear to the listener from the context

There is a possibility of ambiguity/misunderstanding sometimes; if there is, clarification may be needed:

A: I went to visit George yesterday. That new hospital is an enormous place!
B: How did you find him?
A: I had to ask several people before I finally got to his ward.
B: No, I meant ‘how was he?’

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Please don’t ask us to do or correct your homework; this is a place to discuss language.

This is important because muslims are in a bad spot right now in india and countering the narratives is absolutely necessary.

Please ask your questions and be as aggressive as possible, lets get some new ideas to counter the current narratives.

If you want to know my intentions see my comment history on reddit

You answer is in one word: Proof

Proof for them is like garlic and sunlight to vampires.

These guys have been ruled for almost a thousand years by Muslims. If you look at how they portray their heroes, it would seem that Muslims never came to India. Yet, every Muslim warrior that came to India conquered it. Babur, Timur, Ghaznavi, Ghauri, Aibak, Durrani, Lodhi, Khilji and a dozen others.

It would only make sense that they create these fantastic heroes with fantastic Bollywood tales of victories and paint themselves as poor, defenseless victims.

So to counter them, ask for proofs. Specifically Hindu proofs. They claim to have invented this and that consider themselves very civilized however they failed to create a single Hindu historian in a thousand year.

So when they say:

“Muslims destroyed this and that” : Where is the proof? Where is it written? Who chronicled?

“Muslims killed so an so” : Where is the proof? Where is it written? Who chronicled?

“Muslims killed 700 billion Hindus” : Where is the proof? Where is it written? Who chronicled?

If they say, oh, it was recorded by the Muslims themselves, deny it. Ask them for Hindu source. If they fail to produce a Hindu source, then it’s 110 percent fake and made up. They couldn’t create a single chronicler in a thousand years but can make up a lie in a second. And shame them. Shame them for not being able to create a single source of history and then they claim they were enlightened.

You’d get 2 responses. If they have some shame (which they don’t) they will run away. Or you will be met with abuse and insults. Which is what most ignorant people do because they have nothing to counter facts.

How to answer discussion questions

“I come up with dozens of questions for the panel ahead of time… I literally write 30-50 questions down in advance, knowing that I may only get to 5 of them, but when I do they will be phrased exactly how I want them, and the panel will be kept on track.”
-Tom Webster, writer, speaker, and panel moderator.

As a panel moderator, asking insightful and interesting questions is one of your biggest responsibilities.

Don’t make up your mind about the topic.

Rather, come in with the perspective that you are intensely interested in the topic and want to gain insights by questioning the panelists.

How to answer discussion questions

How to answer discussion questions

How to answer discussion questions

Panel moderating experts: what are some questions you always fall back on? Please share your experience, and we may include your advice in a future article. Contact us.

Looking for more opportunities to moderate panels? Find out more about being listed on SpeakerHub.

How Would You Answer These 7 Questions About Faith?

How to answer discussion questionsA powerful discussion

Friday mornings I meet with men who are committed to strengthening each other’s faith in Christ.

Last week we asked —

We had a powerful discussion and all of us were strengthened.

This made me think

What other questions would be helpful to think through — so we can better understand and live by faith?

Here are seven questions — with my answers —

1. What is faith?

Faith means trusting all that God promises to be to me in Christ Jesus.

  • It’s trusting — not just agreeing to facts (James 2:19).
  • It’s trusting what Christ has done for me on the Cross (Gal 2:20).
  • But it’s more — it’s trusting all that God promises to be to me in Christ Jesus (Rom 4:20-21).

2. What has God promised?

I use five categories —

  • to satisfy me fully and forever in Himself (John 6:35).
  • to forgive me through faith in Christ so I can experience His heart-satisfying presence (1Pet 3:18)
  • to enable me to obey Him so I receive even more heart-satisfaction in Him (Ezekiel 36:27)
  • to ordain every event in my life to bring me even more heart-satisfaction in Him (2Cor 4:17)
  • to provide everything else I need in such a way that I have the greatest heart-satisfaction in Him (Phil 4:19)

Notice that every promise focuses on God as our all-satisfying Treasure.

3. How does faith in Christ transform me?

A principle of human behavior is that whatever I trust to satisfy me I desire the most — and whatever I desire the most I obey.

So — when I trust Christ as my all-satisfying Treasure — I will be transformed, because I will passionately desire and obey Him.

4. How can I tell when my faith is weak?

My faith is weak when —

  • I desire something else more than Christ (John 5:44).
  • I do not obey Christ (Heb 11:8).
  • I do not feel peace and joy in Christ (Rom 15:13).
  • I doubt that God will keep His promises (Rom 4:21).

5. How can I strengthen my faith?

God will strengthen my faith as I earnestly pray for His help (Mark 9:24), and meditate on the truth of God’s Word (Rom 10:17).

6. How does faith in Christ produce peace and joy?

When I fight with prayer and God’s Word to trust Jesus Christ, the Holy Spirit will make the truth of Jesus so real to me that I am completely satisfied (John 6:35; John 7:37-38; 1Pet 1:8).

And when I trust all the rest of God’s promises — every fear and doubt will be overcome (Isa 26:3).

7. How does faith in Christ produce obedience?

When I trust Jesus Christ as my all-satisfying Treasure (John 6:35), and when I trust that through obedience I will experience even more of His all-satisfying presence (John 14:21), I will obey.

How would YOU answer these questions?

I’d love to hear — especially if your answers would be different. Leave a reply below. Thanks.

If you know someone who would benefit from these questions — email this to them using the “share” button below.

If you would like to receive a Saturday email summarizing the week’s posts — subscribe here. (I will only use your email address for Living By Faith Blog communications — and you can easily unsubscribe at any time.)

To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently.

Why Is It Important?

Dolores Durkin’s research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al. 1998) revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions.

Researchers have also found that when adult readers are asked to “think aloud” as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers:

Are aware of why they are reading the text

Preview and make predictions

Make connections and associations with the text based on what they already know

Refine predictions and expectations

Use context to identify unfamiliar words

Reread and make notes

Evaluate the quality of the text

Review important points in the text

Consider how the information might be used in the future

Successful reading is not simply the mechanical process of “decoding” text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:

Even after reading, engaged readers still ask questions:

Good authors anticipate the reader’s questions and plant questions in the reader’s mind (think of a title such as, Are You My Mother? by P.D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author’s job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author’s answers, and asking questions of their own.

How Can You Make It Happen?

To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author’s choice of title, at a vocabulary word, or about how you will use this information in the future.

You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as:

Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model “repair strategies” to correct miscomprehension. Start reading the text, and ask yourself questions while reading:

Then reread the text, asking the following questions when you are finished:

Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another’s questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions.

After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that:

Can be used to gain a deeper understanding of the text

Have answers that might be different for everyone

Have answers that can be found in the text

Clarify the author’s intent

Can help clarify meaning

Help them make predictions

Help them make connections to other texts or prior knowledge

As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you “think aloud” while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension.

It looks like Discussion Boards are not supported in SPO Modern sites and came across this article.

Would like to know whether the scenario is still same that Discussion Boards are not available in SPO?

If not, is it possible to embed MS Teams conversations in SharePoint Online sites using any out of the box web parts or solutions?

1 Answer

According to my test, the modern mode of SharePoint Online does not support Discussion Boards, but you can still create Discussion Boards in classic SPO site.

You can add Yammer web part in SPO modern page, please follow the step:

1.Sign in the SPO site as an admin

How to answer discussion questions

2.Edit page and add Yammer Conversations web part

How to answer discussion questions

3.Edit the Yammer Conversations web part, under the “Select conversation source” section, please check “Home Feed” option.

How to answer discussion questions

5.Here is my test:

For more information, please see the “Use a Yammer web part in SharePoint Online” article.

Thanks,
Echo Du
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CNN10 is a great resource for teaching current events. If you watch one of the videos in your class, you’re probably going to want to have a quick discussion afterwards – so here’s a list of CNN10 discussion questions that you can use to get that going.

  1. Which story did you find the most interesting? Why?
  2. If you had to tell your friend about one of these stories, which one would it be? Why?
  3. After watching today’s video, what are you wondering?
  4. Which of the stories surprised you? What was surprising about it?
  5. In one word, how do you feel after watching today’s video?
  6. Which story do you think we’ll learn more about in a future episode? What do you think will happen?
  7. In what ways does this video relate to something we’ve learned in class this year?
  8. In what ways does this video relate to a news story that we saw earlier in the year?
  9. In what ways does this video help us understand one of our essential themes? [Note: see this post about using themes to organize your social studies class.]

If you’re not familiar with CNN10, keep reading for some more information about the resource and how you can use it in your class. If you are, skip to the comments below and share which of the CNN10 discussion questions you find most useful in your class.

What Is CNN10?

CNN10 is a daily video podcast created by CNN. Each episode typically highlights three to four major news stories from around the world. The video usually ends with a viral clip and a collection of puns to liven things up. The videos are produced specifically for use in middle and high schools, and they aim to report on stories in a way that is approachable by teenagers.

How Can You Incorporate CNN10 Into Your Class?

Each CNN10 video is relatively short – 10 minutes. There are a number of ways that you can incorporate this into your class. You might watch it every day as an opener, you might watch several of them on a designated day of the week, or you might have students watch them at home in a flipped classroom.

As for evaluating students afterwards, you could take a number of approaches. You could have them write summaries. Or you might have them take a quiz. You could also just grade them based on their participation in answering the CNN10 discussion questions listed above.

Is CNN10 Biased?

If you work in a school with ideological diversity – or one with a strong conservative bent – you might be afraid that CNN10, aka “fake news” is too “liberal” to use in your class. You can rest assured that CNN10 presents the news in a neutral way, and it goes to great lengths to make sure that both sides of every issue receive equal reporting.

In fact, the biggest critique of CNN10 might be that it goes too far in trying to be neutral. But that’s a discussion for another day, and if you’re ever challenged by a parent you should have no problem demonstrating that CNN10 is a fair and balanced resource.

How to answer discussion questions

Other Ways to Teach Civics in a Fun Way

Incorporating CNN10 and other current events can be a great way to liven up your social studies class and make civics more exciting. But if you’re looking for more ideas, check out this collection of six ways to teach government in a fun way.

What Are Your Favorite CNN10 Discussion Questions?

What discussion questions do you typically use after watching CNN10? I’d love to hear your favorites in the comments below.

4 comments on “CNN10 Discussion Questions: 9 Ways to Get the Conversation Going”

  • Sandra
  • September 25, 2019

Is it ever possible to get clips as movies take up a lot of class time. There’s a whole years history in these well selected movies

  • Sheng
  • September 30, 2020

In future debates, the microphone of the other should be off. This gives the assigned speaker without interruption. Turn on the microphone when the assigned time slot expired. The method can elevate the level of debate.

  • Lynn Van Der Heyden
  • December 18, 2020

I what to know if Trump is trying to turn our county into a country like Russia?

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Follow these tips to get the clearest, most useful responses.

Give the question a clear purpose.

DO: Ask only one thing per question.

DON’T: Ask double-barreled questions, that is, questions about two or more things at once.

“Should we reduce the number of midterms?” INSTEAD OF “Should we reduce the number of midterms and assign more problem sets?”

Use concise, familiar language.

DO: Be specific and clear “How well did the sections help you master the lecture content?”

DON’T: Use jargon or terms that may not be familiar to your students: “How well did the formative assessments and inductive teaching techniques enhance your learning?”

DON’T: Make the question too complicated and hard to understand: “Were the discussion sections helpful, or if not helpful, did you participate often enough, whether or not the TA was helpful?”

DON’T: Be too broad or vague: “How were the discussion sections?”

DON’T: Use Double negatives: “Were you not unhappy with the discussion sections?”

Phrase questions impartially.

DO: Approach the question with neutrality: “How much did the guest lecturer contribute to your understanding of [their topic]?”​

DON’T: Be prejudicial: “You didn’t like that guest lecturer, did you?”

DON’T: Use inflammatory language: “Was it unreasonable of the guest lecturer to assign so much reading?”

Be clear about the type of answer you are looking for.

DO: Indicate clearly whether you want facts or feelings and phrase questions to match.

Factual – “How well did the problem sets match what we taught?”

Feeling – “How satisfied were you with the problem sets?”

Finally, consider ending with an uplifting question, like an open-ended question asking for suggestions for the next time you teach the course.

Once you’ve written your questions, test them. Show them to a few other people and ask them what the question means to them. You’ll be surprised how many ways there are to interpret what you may think is a perfectly clear wording.

Emails are the major means for professional business communication. If written poorly, you can lose a major prospect. If written excellently, you will easily turn prospects into clients. Personally, I have noticed that the quality of my responses usually determines if a client will hire my services and how much the client will spend.

Basically, your answers to professional emails should be well-thought-out and carefully crafted. Most times, it is not advisable to reply to emails instantly.

This post is part of a series of posts on Professional Emailing. We recommend that you also read the other posts in the series below:

After reading a professional email, allow time for your mind to completely digest the email and come up with good responses.

In answering business emails, pay careful attention to the tone in your emails. This is normally reflected in the words you use to express yourself.

For example, instead of saying,

Please send all the shipping documents for the next batch of drugs.

… it is more amiable to say,

Kindly send the shipping documents for the next batch of drugs

In addition, always make sure your emails are straightforward and clear. From the beginning of the email, state the most important information. Written information generates more meaning than spoken words. So avoid using unnecessarily big words. Instead, focus on the information you want to pass in your replies and ensure the information is complete.

Different Ways to Answer Emails Professionally

How to answer discussion questions

There are different ways to respond to emails professionally, depending on your intention in the email. Email for acknowledging the receipt of an email is usually straightforward and direct, but most other replies require carefully crafted responses.

Basically, email replies usually follow the normal pattern of writing professional emails. You may have to begin with an acknowledgment of the last email before replying to the questions in the email. Each question should be answered in a separate paragraph. This will help you cover all questions and also help your recipient easily grasp your answers. Importantly, learn to always acknowledge the emails you receive if you cannot reply within 24 hours of receiving them. You can store templates for acknowledging emails professionally in your “canned responses” if you are using Gmail.

Writing Professional Email Responses – Examples

A simple letter of acknowledgment could read:

Dear Mr. Williams,

Thank you for inquiring about our new email marketing enterprise application. A team member will contact you tomorrow with a detailed explanation of the product that fits your business need.

Thanks again for your inquiry.

Here’s a more detailed letter of acknowledgment:

Thank you for your order of 25 DVDs. We will send them within the next 3 days.

Before we send them, however, we need to know the package you prefer. Kindly visit your order page and select your preference. If you have any question, call us at +2348035290896. You will be promptly attended to by the customer service team.

Thanks again for your order. We look forward to your final instructions.

Here’s a professional response to email inquiries for Information

Thank you for inquiring about the email software advertised on my blog. Each of the listed software functions uniquely on different platforms. Before I recommend a particular one, I would like to know a bit more about you and your needs:

1. What kind of business do you handle? Are you self-employed, a manager or a business owner?

2. Will you be using the software on a mobile device or computer? Is your computer a Mac or PC?

3. What kind of emails do you send most often? Are they replies to customer questions, business-to-business information, or just emails for team members?

Once again, thank you for your interest in purchasing some of the email software advertised on my site. I hope you will find them suitable for your business needs.

Here’s a professional email response to Request for Materials

Find attached the email marketing course you requested. As I said on my website, I’ll keep sending updated versions of the course from time to time. Ensure you carefully study the first chapter of the course. It will provide a solid base on which every other information in the course anchors.

I hope your email campaigns are already bringing good results. Let me know if I can be of assistance in any way possible.

Conclusion

Always maintain a cordial tone in your emails if you want favorable responses. Like I said earlier, allow some time to pass before replying to a professional email; that’s the best way to minimize mistakes.

Command words such as suggest, explain, describe and analyse are common in GCSE science exams. They tell the student how to answer the question. If you can begin to identify the key command words in practice test papers and use them to guide you in your answer, you will go a long way towards gaining full marks.

In the last post, we looked at the difference between describe and explain, In this post, I will show you how to answer biology questions, with a focus on the command word “Evaluate.”

In evaluation questions, you will be given some facts, data or other information. You will need to use the information provided in the question as well as your knowledge of the topic, as an evidence for an assessment. You should then expand on your viewpoints and add a conclusion.

You may find words such as “however”, “whereas”, “but” and “on the other hand” useful when answering such questions.

To evaluate something. You need to do the following:

  • State the pros & cons
  • Give your opinion
  • Justify your opinion i.e. say why you have that opinion

Here’s a general example. If you are asked to evaluate the use of smartphones, you can say:

  • Smartphones have helped us easily get in contact with people far from us via email or instant messaging (your advantage)
  • However, the use of apps and social media made people interaction more on the virtual world rather than physical world. So many people are now addicted to their phones (your disadvantage)
  • I think overall smartphones are a good thing (your opinion)
  • Because it has helped to make things easier and more convenient in increasingly hectic world (your justification)

So, let’s try this with a more scientific example.

Below is an example question from AQA GCSE 2018 Combined Science Biology Specimen paper.

QUESTION: In coronary heart disease (CHD) layers of fatty material build up inside the coronary arteries. This can cause a heart attack.

Statins and stents can be used to reduce the risk of a heart attack in people with CHD.

Evaluate the use of statins and stents in people with CHD. [6 marks]

Here’s what your answer should look like:

  1. Statins can decrease blood cholesterol and slow down the build-up of fatty material in the arteries to let blood flow normally to the heart and cells in the body.
  2. On the other hand, statins are drugs that need to be taken regularly and for a long time thus presenting some side effects as well as the time needed for the drug to take effect.
  3. Stents are used to hold open the blocked arteries thus assuring the blood flow to the heart and organs, they tend to be stable for a long time and they allow a rapid recovery time
  4. Butthey can cause risk of infection post procedure as well as a risk of heart, thrombosis or blood clot occurring during surgery.
  5. As a conclusion, it is true that both strategies are very helpful however they are invasive even if at different degrees. The use of statins and stents should be considered carefully according to the type of diagnosis for the individual.

As you can see from the model answer, the pros and cons of both statins and stents are considered and words like “on the other hand”, “but” and “however” are used to articulate a proper answer. You will also notice that there is a conclusion at the end of the answer.

Try to aim for at least 2 pros and 2 cons for each method. That way, you will gain four marks just by analysing the advantage and disadvantages alone. Then if you write a conclusion based on a justified opinion, you’ll get another 2 marks, giving you full marks.

I have numbered the answer to help you see how to structure such questions but remember to write in full sentences in your exam.

For this type of questions, according to the content of the answer, the marks can range between a minimum of 0 where no relevant content is given to a maximum of 6 for an answer that presents a detailed and coherent evaluation and a proper conclusion.

Hopefully, next time you see an evaluation question, you will know how to answer such biology questions. Note, however, that this method is not just for biology, it can also be used for chemistry and physics.