The intent of discussion is not so much the resolution of a problem as it is the weighing of evidence and proposals. Open-ended problems are appropriate for discussion. Discussion follows a logical sequence of development. Student questions are reflected back for class analysis. If there is a panel discussion, students may participate in evaluation of the panelists' contributions.
Discussion presupposes adequate preparation by teacher and students.
Permissive characteristic of discussion tends to encourage digression from topic at hand. Discussion leader may be unable to maintain an open mind in accepting grounded opinions of the students. Even when carefully organized, class discussion is unpredictable. In discussion type teaching, quality rather than quantity of knowledge gained by students is critical. This method yields high quality in that students will retain new knowledge more completely than by a system of facts and ideas imposed on them from the outside.