How to Lead an Effective Class Discussion

How to Lead an Effective Class Discussion
(adapted from a document from the Hamilton College Oral Communications Center – of value in graduate school as well as in this class)

As one of the leaders of a discussion of assigned readings in the course, your general objective is to help your classmates better understand that material by facilitating a conversation about concepts and issues expressed in or implied by the reading. Working with your group, you should plan a brief agenda that will help the group achieve this goal. Below are suggested elements of the agenda.

1. (Optional) Plan a brief “check-in” period. Give group members an opportunity to speak. For a classroom discussion, the check-in might give people a chance to mention briefly things that are on their minds and relevant to the topic, such as an item in today’s news, a personal experience that occurred since the last class meeting, an issue that came up in an earlier class in our seminar or another class, a general reaction to the assigned reading (e.g., it was difficult to read, you didn’t understand the context or were missing some key background information), etc.

Allow individuals only 20-30 seconds each to make these comments, and use this time as a way to let them get engaged and “warmed up” to talking about the reading. Some of the comments might be used as a bridge to the main part of the discussion. Not every individual needs to contribute each class, but all should feel obligated to help out the discussion leaders with getting discussion started.

1. State the objective of the discussion and provide any needed background or orientation. Keep it brief. Do not waste time giving a complete overview and summary of the reading as you can assume that group members have done the assigned reading. If they haven’t, your summary probably won’t be sufficient to produce a very satisfying discussion anyway.
2. (Optional) Select someone to keep a record of the group’s ideas. Specify what method of recording you want to use (e.g., whiteboard/blackboard, PPT from console computer projected) and be prepared with the proper materials.
3. Start the discussion. Guide it, keep it on track. Get members involved. Write out the key questions you plan to ask to stimulate thinking and discussion. Arrange them in a sensible order.

In general, avoid asking yes/no questions and questions that simply ask members to recite or recall a detail from the reading as a check on whether anyone actually read it. Questions that make for more interesting and engaging discussion are those that ask people to clarify, interpret, or extend points made in the reading; to exemplify and apply concepts; to compare and contrast; to offer judgments about the accuracy, relevance, or usefulness of the author’s observations; to agree or disagree with positions expressed in the reading or in the discussion; and to suggest theoretical or practical implications.

1. When the discussion has either run its course or run out of time, summarize what you understand to be the group’s major conclusions, the points of agreement and disagreement. Give group members an opportunity to correct or clarify these for the record.
2. (Optional) Conduct a brief “check-out.” Give group members an opportunity to comment on the discussion itself or where this experience leaves them or directs them personally.