Discussion
Discussion is a facilitation technique that is vital to establishing a constructivist learning setting wherein learners may share their individual experiences and insights to create meaning for themselves and contribute to a richer educational environment.
What is discussion?
Discussion is a method for facilitating learning through inquiry-based conversation. Facilitators provide a topic and relevant questions and encourage dialogue and further questions from the learners. Discussion may take place in face-to-face or online learning settings. Davis and Arend (2013) note that some argue that "online asynchronous discussions are the ideal means for developing reflective and critical thought" (p. 133).
Relevance to Civic Engagement
Discussion is vital to successful civic engagement. Learners should be able to dialogue with each other, community members, and a wide variety of stakeholders about civic needs. Dialogue is the foundation of strong communities and active, meaningful civic engagement.
Application
In order to create an atmosphere of authentic and meaningful dialogue, Davis and Arend (2013) offer the following guidelines adapted from the works of Dillon (1990) and Brookfield and Preskill (2005):
Interaction with other facilitation methods: Discussion is an integral part of almost all adult learning facilitation techniques. For example: service-learning investigation, planning, and group reflection cannot occur without discussion, and dialogical thinking exists in a vacuum if learners are not actively discussing and learning from each other's perspectives.
- Avoid Recitation
- Choose Questions Carefully
- Anticipate Answers
- Look for Assumptions
- Avoid Dichotomous Questions
- Use Open Questions
- Use Narrative Questions
- Phrase Questions Carefully
Interaction with other facilitation methods: Discussion is an integral part of almost all adult learning facilitation techniques. For example: service-learning investigation, planning, and group reflection cannot occur without discussion, and dialogical thinking exists in a vacuum if learners are not actively discussing and learning from each other's perspectives.
Discussion & Motivation
Vital to the success of discussion as a facilitation method is establishing inclusion. While Davis and Arend (2013) write that "the goal is 100 percent engagement , not 100 percent speaking" (p. 130), they also assert that facilitators should work to help students who may be uncomfortable in discussions to find ways to share their points of view.
Wlodkowski (2008) acknowledges that "exclusion is usually an indirect act, an omission of opportunity or of someone's voice" (p. 125). However, recognition that exclusion can happen indirectly in many learning settings, it is up for the facilitator to establish an inclusive environment. Wlodkowski provides several strategies for creating an inclusive atmosphere. These include:
Wlodkowski (2008) acknowledges that "exclusion is usually an indirect act, an omission of opportunity or of someone's voice" (p. 125). However, recognition that exclusion can happen indirectly in many learning settings, it is up for the facilitator to establish an inclusive environment. Wlodkowski provides several strategies for creating an inclusive atmosphere. These include:
- Allow for Introductions: his can help create a sense of connection among adults and create a more friendly, welcoming environment for the sharing of ideas.
- Provide an Opportunity for Multidimensional Sharing: Providing diverse ways for learners to share their ideas--such as using technology like clickers or even having learners write their ideas on a paper that is read aloud--can give more timid learners a chance to have their viewpoint heard.
- Concretely Indicate Your Cooperative Intentions to Help Adults Learn: Letting learners know of your genuine desire to help them meet their learning objectives can help learners to feel more comfortable expressing themselves when they are uncertain.
Resources
The Discussion Book is designed to be handy manual for anyone who facilitates group discussion. Each chapter is an easy-to-use guide on how to implement a specific strategy to get people talking.
Brookfield and Preskill (2016) write of the work: "The two of us have long wanted a brief and accessible book--a manual really--that collected the best techniques to start discussion, keep it going, and stay focused. This would be the kind of book you could stuff into a pocket or purse as you walked to chair a meeting, teach a class, or run a professional development workshop." (Brookfied & Preskill, 2016 , p. ix) The Tao of Conversation is aptly subtitled "How to talk about things that really matter, in ways that encourage new ideas, deepen intimacy, and build effective and creative working relationships."
In the second chapter, Kahn (1995) delves into different types of seminar discussion styles ranging from the "The Free-for-All," where learners desperately vie for the instructors approval and strive to appear like the smartest person in the room, to the ideal of "The Barn Raising" where the community of learners gathers to explore and build-up each other's ideas. |
References
Brookfield, S. D. & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms. San Francisco, CA: Jossey-Bass.
Brookfield, S. D. & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. San Francisco, CA: Jossey-Bass/Wiley.
Davis, J. R. & Arend, B. D. (2013). Seven ways of facilitating learning. Sterling, VA: Stylus Publishing.
Dillon, J. T. (1990). The practice of questioning. London: Routledge.
Kahn, M. (1995). The tao of conversation. Oakland, CA: New Harbinger Publications.
Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Publishing.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn (3rd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. & Preskill, S. (2016). The discussion book: 50 great ways to get people talking. San Francisco, CA: Jossey-Bass/Wiley.
Davis, J. R. & Arend, B. D. (2013). Seven ways of facilitating learning. Sterling, VA: Stylus Publishing.
Dillon, J. T. (1990). The practice of questioning. London: Routledge.
Kahn, M. (1995). The tao of conversation. Oakland, CA: New Harbinger Publications.
Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Publishing.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn (3rd ed.). San Francisco, CA: Jossey-Bass.