Discussion Techniques

 

 

II.4. Discussion Techniques


Preamble

People are generally accustomed to viewing discussion as an activity of sitting and talking about a specific subject. However, discussions can be carried on in many creative, dynamic ways which will hold the interest of the participants and arouse their enthusiasm.

Here we offer a number of techniques that will give people new ideas about "what discussion really is" and enhance communication on topics of interest.

Try them out in a training session – and do also try some of them in your next discussion plan (see also: I.5. “Keeping the Discussion Moving”).


1.The Magic Circle

listening ;
group communication


Participants sit in a circle.

Anyone can start the exercise by posing a problem or question without proposing a solution.

The participant to the left of this speaker then follows by giving a solution to the problem and posing a new problem.

This continues around the circle.


Review:

The magic of this activity is that no one is allowed to answer his or her own questions, yet everyone gets to hear a variety of solutions.



2 Pass the Buck
group communication
listening

The leader holds the buck (any object) and says that no one can speak unless he or she is holding it.
Pass it to the next person or whoever raises his/her hand to speak.
Or: Toss it back and forth – the group member must speak when holding it, or is “out”.


Review:

The trainer can leave the review to the end of all the communication exercises or engage in a short review immediately.


Here are the questions for a detailed review:
- Did participants look or listen to the person who held the buck?
- How did they feel when they held the buck and had something to say?
- How did they feel when they had a response, but did not have the right of speech?
- How did they feel when they held the buck and did not want to respond?
- Was the passing of the buck haphazard or was it deliberate? If so, in what way?
- What was going on in terms of continuity of discussion, and how can we take this on
board in our work?

3 Feedback Sheets

group communication

After a group discussion, make up a sheet that sums up the issues, feelings and/or attitudes discussed.
Photocopy it and pass it around.
State if anything was resolved – and what was not resolved.
Describe plans for the future, if any were made.

Examples of a possible feedback sheet:

  1. We discussed…

  2. The major points of discussion were…

  3. The attitudes discussed were…

  4. The different feelings brought out in the discussion were…

  5. The conclusions or overriding ideas at the end of the discussion were…

  6. What if anything was resolved?

  7. What remains to be resolved?

  8. What did we accomplish?

  9. What are our plans for the future?

4. Energizer


Create a committee of four or more people. Three people then volunteer to act as leaders and go out of the room.

One volunteer re-enters at a time and tries to energize the group.

After each has had a turn (without seeing the others in operation), open up a group discussion on the different approaches used by the volunteers.

- Which leaders were the most effective and why?

Try videotaping the three leaders in action and playing back for group evaluation.


5.An Exercise for the Leaders

Role-play the start of a study or discussion unit on any topic of interest.

One person plays the teacher/leader whose job it is to encourage and accept all participants’ suggestions without using words of praise.


Review:
  1. How did it feel to be on the receiving end of this kind of leadership?

  2. How did it feel to relate this way to participants?

  3. What is feedback and what role does it play in the group?

  4. What kind of feedback needs to come from the leader?

  5. How do we take this on board in our own work?

6. Talking Sense
group communication ;
discussion dynamics ;
 warm-up

For groups who know each other or have met for several discussions.
Try a discussion entirely in gibberish.

Although no words were used, discuss what happened:
  1. Did people assume their normal roles?

  2. Were some more talkative than others?

  3. Did some dominate the discussion?

  4. Which style of leadership did the leader use? Democratic? Autocratic?

  5. How much impact did emotions or humor have on the discussion?

  6. How important were hand movements, eye contact and other physical movements?
[Please see next page]

7. My View

group communication ;
discussion skills
listening

This exercise is designed to help participants learn to listen to others by asking them to try and assimilate the views of others during a discussion.


The leader chooses a subject which is likely to produce a number of viewpoints among the participants. At the start of the discussion the leader poses the problem. For example, he or she might give two sides of an issue in the Arab-Israel conflict or religious/secular issue.


The leader asks participants to list initial reactions and first points of view on paper. The leader then allows for a discussion bringing out points of disagreement and having participants explain their points of view.

The leader should stresses that everyone should pay particular attention to, and note down points of view which are different from their own, by taking notes and trying to understand the other’s position.

Once all have had the chance to express their opinions, the leader closes the discussion by saying:

“We are now going to try an experiment. While you may all feel strongly about your views, I’d like to ask you now to look at your notes about the alternative points of view.

Do you understand those views? Take a minute to think about the points expressed by others.”

After a few minutes the leader asks the group to continue the discussion, this time defending the opinion most unlike his/her own. The discussion, if possible, should continue for about ten minutes, or until each member has a chance to defend a new point of view.

 

Review

The activity can be summed up with a discussion of the following points:

  1. Were you able to defend another’s position convincingly? Why, or why not?

  2. During the first part of the discussion did you truly listen openly to the points of others, or were you constantly defending and gaining “ammunition” for your point of view?

  3. Is it possible for people of vastly different views to engage in open, honest communication? Why, or why not?

  4. Were all or some of your views changed as a result of this exercise?


As a follow-up to this activity, the group might be reconvened at a later date to have a discussion of the original issue.

- Are people more willing to listen to each other?

- Is communication greater?
 

The Department for Jewish Zionist Education
The Pedagogic Center
Director: Dr. Motti Friedman
Web Site Manager: Esther Carciente
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