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Discussion Group Guidelines and Roles

Overview: The group discussion process, headed by the group discussion leader, should facilitate

participatory, egalitarian (to the extent possible) discussion among group members, and not the lecturing or

domination of the group by one or two members. It wont work if people are passive; you all must be active

both in listening and sharing. The ideal behind this is that active participation enables students to more fully

engage the materials and arrive at a deeper understanding of them.

General Guidelines:A group that functions well should adhere to the following:

Group members must come prepared to discuss the readings (having perused them at least).

Group discussion is a cooperative, not competitive, learning process. Good results depend on

everyone sharing their thoughts. Through active discussion you all will often come up with new

insights that no one had previously arrived at individually, through a dialogic learning process.

Every member of the group is given the opportunity to participate and makes some contribution

to the group discussion process, taking turns doing so. Group discussion leaders should hold other

members accountable by actively seeking their input.

Material from the readings is discussed (stay on topic), though not necessarily

comprehensively, as the group should go more in-depth key points of its choosing.

Group ProcessStep 1: Introduce yourselves

Step 2: Identify and discuss main ideas and themes from the readings,

& your reactions to and critiques of the readingsStudents often focus on examples of main ideas or themes here, which is fine (be they real or

hypothetical, from the news, your personal experience, or your imagination). However, try to

remember to link you examples to a point from the readings, and not get lost in details of various

examples, i.e., stay on topic. Also, react to and evaluate the readings a bit

Step 3: Groups report to the rest of the class (3-5 minutes per group)The discussion group leader presents to the rest of the class what seems to have been the most important

or difficult point discussed, or the best new insight your group generated. This is key test question

material; pay attention and take notes!

Group Discussion Leaders RolesNote: Your RDPs should adequately prepare you for group discussion, though just doing the readings will suffice

1. Initiating

Get the discussion started or restarted to avoid group silence. One way group discussion

leaders can do this by posing a few specific questions on the particular readings.

2. Facilitating participation

It is very important that you make sure that all members get at least an opportunity to

participate or speak. If anyone or few dominate a group, it is your responsibility to try torectify that; this may mean going around in-turn or calling on people.

3. Expediting and summarizing

Keep the discussion on topic and moving. It is also includes summarizing what the group has

said and moving on. In addition you should be prepared to clarify (try to explain)information and synthesize it on occasion (draw connections between different readings or

points), or ask the professor for help when needed.

4. When provided, use some of the guidelines, questions, or other materials I will provide togive guidance or focus for specific topics or readings

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Roles for All in group discussionGiving and asking for information & reactions & critiques

You must TALK & LISTEN to each other to get information, and more so to raise new

points and insights that may only emerge through discussion. Group members should take

seriously and respond to each others comments and contributions. The point is not to eachgive presentations, but rather to engage all members in an interactive discussion (statement

and response, and further response, etc.).

Discussing and Questioning each others interpretations of materials

Explaining, questioning, and debating various interpretations of the readings and related issuesthey raise facilitates greater learning and understanding! Various group members may have

differing interpretations on what the readings say or mean (which is natural). It is importantto solicit, question, and discuss each others interpretations of the readings or the larger

issues they raise, because this typically enhances the learning process for everyone.

Stay on topic

Though this exercise ideally often leads to a free-wheeling discussion, it is important to notstray off topic too far, and instead try to link your comments to the readings in some way,

at least occasionally e.g., referring to them as a point of departure for your comments.