Freshman Seminar 120:
Perspectives on the Individual
"The unexamined life is not
worth living . . . "
-- Plato
|
Le Penseur
("The Thinker")
by Rodin |
Discussion
As a seminar FRS 120 relies heavily on discussion as a
learning tool. Often discussions occur without much direction and serve as
a forum for a variety of opinions without genuine engagement with new
information or ideas. In order to learn through discussion in class, we
will follow a carefully designed procedure called the Group
Cognitive Map.
Participating in a discussion is not simply a matter of
offering one's ideas. A number of activities must take place.
Members may perform more than one role and must take responsibility for the
success of the group's learning through discussion. Evaluating a group's
performance involves identifying the Group Roles and Member
Skills that have been successfully (or not) exercised.
Both the Group Cognitive Map and Group Roles and
Members Skills are adapted from: Hill, William Fawcett . Learning Through
Discussion. Beverly Hills, CA: Sage, 1977.
Group Cognitive
Map
The Group Cognitive Map approach provides direction to
discussion of assigned material so that students can learn actively in a
classroom setting. The following steps are designed to insure that the
discussion stays focused on the subject matter and that all participants have an
opportunity to engage in the conversation and to increase their understanding
through the discussion.
1. Definition of terms and concepts.
This step is designed to prevent semantic issues from side-tracking the
discussion so that it becomes bogged down in unnecessary arguments. Using
a dictionary to define terms, particularly technical vocabulary, and clarifying
any questions about language will facilitate moving into the material.
2. General statement of the author's
message. Step two enables students to recognize the overall intent and
meaning of an assigned reading. In order to learn from a text, students
must grasp what it is saying before developing and expressing their own
opinions.
3. Identification of major themes or
subtopics. Like Step two, this step helps students explore what the
author is trying to say and encourages careful reading of the text.
4. Allocation of time. Not every piece
of a reading requires the same attention during discussion. Some material
is easily understood and some is peripheral to the main issues. By
allocating time, the group is assured that the discussion will focus on the
points that members think are important or that require careful attention for
learning to occur.
5. Discussion of major themes and
subtopics. Again the emphasis is on grasping what the author has to
say, not the opinions of group members. One cannot learn from important
thinkers without carefully considering their ideas and the information they
present to support them.
6. Integration of material with other
knowledge. Learning new ideas or information is much more likely to
take place when connected with prior knowledge than when approached in
isolation. Making connections and integrating new knowledge is crucial to
genuine understanding.
7. Application of material. Students
are much more likely to retain material when they see it as meaningful or
significant. Because the immediate relevance may not always be apparent,
students much be intentional in exploring possible implications or applications.
8. Evaluation of the author's presentation.
Because they have carefully analyzed the material, students can now offer an
informed critique of the author's message rather than an uninformed, emotional
response. This step goes beyond understanding the material to thinking
critically about it.
9. Evaluation of group and individual
performance. Following the Group Cognitive Map approach requires
practice and effort. Not every discussion will be a roaring success.
Evaluation and reflection on the group's and individual members' performances
will help the group develop its skill and increase the learning that takes
place.
Adapted from: Hill, William Fawcett. Learning
Through Discussion. Beverly Hills, CA: Sage, 1977.
return to top
Group Roles and
Member Skills
For a group to function effectively in discussion, members
must perform a number of roles and develop a variety of skills.
Roles that are important during the discussion of a topic
are:
1. Initiating. Someone must begin a
discussion and/or get it started again when conversation stops.
2. Giving and asking for information.
In order for students to discuss the overall message of a text or the main
themes and subtopics, members of the group must volunteer the information or
solicit input from their peers.
3. Giving and asking for reactions.
When a student gives his/her understanding of material, the discussion ends
unless other group members respond. Sometimes a student may be unsure of
the point and ask for other understandings. Sometimes a student may think
that an understanding is in error. Feedback may involve clarification,
correction, explanation, or affirmation.
4. Restating and giving examples. Restating
what another group member has said insures that students understand one
another. Offering examples is invaluable in making clear what one intends
to say.
5. Confronting and reality testing. If
learning is to result from a discussion, group members cannot simply allow
errors to pass. Confronting misinformation or misstatements is difficult,
but important, and should be done with an attitude of respect for the speaker.
6. Clarifying, synthesizing, and
summarizing. Pulling together what has been said about a particular
topic can allow the group to move on to the next item for discussion.
Roles that are important for the group process include:
7. Gatekeeping and expediting. Persons
playing this role spread participation by drawing people into the discussion and
keep the process on task by moving the group through the steps.
8. Timekeeping. If a particular amount
of time has been allotted for each theme or subtopic, someone must be
responsible for watching the clock. This is a specific type of gatekeeping
and expediting.
9. Evaluating and diagnosing. If step
nine of the Cognitive Map is to occur, at least some group members must be
attentive to the process. How are members of the group doing? What
roles are not being played? What would make the discussion more effective
as a learning tool?
10. Standard setting. Closely related
to evaluating and diagnosing, this role involves reminding the group members of
the expectations they have set for themselves and holding them accountable.
11. Sponsoring and encouraging. Inviting
a quiet member to participate in the discussion, offering positive feedback, or
giving encouragement creates a positive environment in which students can feel
comfortable in sharing their thoughts.
12. Group tension relieving. Some
discussions delve into issues and topics in which members have a deep emotional
investment. Disagreements can become intense. Humor or remarks that
lighten the atmosphere can help break the tension, if they are used to enhance
group dynamics, not to be disruptive.
Adapted from: Hill, William Fawcett. Learning
Through Discussion. Beverly Hills, CA: Sage, 1977.
return to top
| 
