Teaching Through Leading Discussion
Week 1 Class Worksheet
Teaching Through Leading Discussion
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Each type of instruction has different strengths and weaknesses. For example:
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Modeling |
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Lecture |
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Written outlines or essays
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These examples illustrate why good teachers rely on a number of instruction modalities rather than just one approach.
We will be discussing one of the most powerful channels of instruction—guided group discussion. Like other methods, this channel has strengths and weaknesses. Compile a list of weaknesses and strengths before going on.
Group Discussion Strengths and Weaknesses
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We will be referring often in this class to Mastering the Techniques of Teaching (Second Edition), Joseph Lowman (San Francisco, Josey-Bass Inc., Publishers, 1995) Lowman is a recognized authority on college-age instruction. All page numbers at ends of citations are from this excellent book.
Definition:
Some discussions seem to drag in fits and awkward silences, creating tension in the group that further inhibits discussion. Other discussions seem to thrive in eager sharing, with people actually competing to get their point in. Why is this?
The most likely reason for such difference is the introduction. In our introduction, we touch on the skills of public speaking, or homiletics. The leader must stimulate and excite the group about the subject under consideration. During this first part ot the meeting, the burden is completely on the leader to:
Raise the group's ______________________: Defining what the __________, and why they are _________
_______________________ the group with the subject and with the leader
Achieve ________: People sit up, furrow their brows, smile, laugh, and in other ways show that they have been _________________, whether excited, disturbed, insulted (be careful with this one), or inspired.
When people come into a meeting, they are not ready to discuss anything. Most people come to meetings with _____________ and _____________. They do not have any thoughts to share, or any desire to speak. Leaders who try to start out with a discussion question are mistaken.
Achieving such arousal is not necessarily a _______________. It could be accomplished in a couple of minutes, although you could spend up to 15 or even 20 minutes, if the you feel the need to lay a more complete groundwork. These judgments are based on the subject matter and the audience. Longer introductions have the potential to lay out more elaborate content, but may exhaust the audience _________________.
To become adept at this part, consider taking a class in _____________.
Patterns:
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Consider Lowman’s 6 types of thinking best developed in discussion:
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Finally, consider these qualifications on leaders’ questions by Lowman:
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The underlying assumption is that as people struggle with concepts and their own thoughts and feelings, they will become very receptive to new information and ideas that help them resolve the questions before them. Research shows that when learners struggle for answers in a area they retain those answers longer and more accurately. Further, when learners discuss related issues under skillful guidance, they link the ideas in an associational network. Such networks are remembered far longer than isolated concepts. 162
More importantly, such discussion has the potential to develop actual thinking skills that will never result from lecture. While an audience might admire and enjoy a lecturer’s thinking, we have no reason to believe they would be able to imitate such thinking on their own in situations not mentioned in a lecture. As Lowman observes, "asking learners to apply in your group what they have learned [through discussion] requires them to demonstrate understanding, not merely memorization." 162 This is what we want from our people—not just the ability to do what a tape-recorder can do (spit back knowledge) but to creatively handle that knowledge in ways that are useful in ministry and Christian living.
Seen this way, we realize discussion is an essential type of instruction where learners get to try their own wings like baby birds. I believe a guided discussion format is the best approach for many Xenos cell groups, small groups, and home churches to use most of the time. Authorities agree that even in large groups of over 100 a skillful lecturer can incorporate periods of interaction with good effect.
However, _________ is essential. Many discussions lead nowhere, and any conclusions reached are not memorable.
The leader guides the discussion with responses to what people say. The leader normally responds to _______________________ with ______ responses calculated to clarify what is being said while keeping discussion moving forward in the right direction.
This responding by the leader is a very complicated skill, made more difficult by the immediacy of discussion. Little planning is possible when it comes to offering responses. On the other hand, many aspects of this skill are common to good conversation in general and becomes instinctual after some practice. Consider what the leader must do in order to offer good responses:
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When the discussion leader learns to do all these things by habit and instinct, leading discussion becomes an enjoyable and relaxing way to teach. She is able to draw on the gifts and knowledge of fellow Christians in the group for help rather than feeling responsible for a solo performance.
While not as glorifying to the leader as a blockbuster sermon, a rich discussion will leave members feeling like they contributed, learned, and heard God speak to their hearts. It also helps develop social ties and understanding between members. Viewed this way, we see that leading discussion is one of the most self-effacing modes of teaching.
Many teachers feel uneasy with guided discussion, and prefer lecture. This could reflect a fear of losing control. The spontaneity and unpredictability of discussion strikes fear into the heart of those who lack confidence in their own knowledge of Scripture, in God’s leadership of the group, and in the capabilities of fellow leaders. Or, to put it differently, heavy controllers make poor discussion leaders.
Background Factors
To maximize the effectiveness of discussion, leaders should realize the importance of a number of background factors.
Potential Strengths
Discussion is uniquely capable of teaching people:
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It also tells the instructor how completely the________________________________.
Discussion promotes ____________ because __________________________________
Discussion is particularly good at revealing students’
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Lowman says, "An instructor who, by means of discussion,
asks for students’ opinions communicates that he or she cares about their
reactions. . . Discussion enhances rapport between student and teacher
partly because it gives instructors so many chances to show acceptance of student
ideas." 165
Viewed this way, leading discussion is an opportunity for _______________________________
According to Lowman, "Student comments are offered to the instructor in the hope of approval and verification of their academic competence. The quality of the instructor’s response potently influences both the student offering the comment and those observing the interchange." 165
Discussion leaders are able to _____________ whole groups to
________________________. Members who see themselves as victorious contributors
to the
group discussion will_____________________________________________________.
These
can, in turn, become the building blocks of________________________________________.
It is possible that leading discussion might involve more learned skills than does effective preaching. Good preaching often seems possible for some, but not for others. Leading discussion also draws on the abilities of the group, which in our context, include mature Christians who are ready to help.
Teachers who understand, embrace, and practice discussion leading
will gain an important tool in their arsenal. Groups led by good discussion
leaders tend to be engaged, interested, and enthusiastic. Discussion should
not be the only mode of instruction, but it will enhance other modes by supplying
what they cannot.
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