HOME

HELP

GUIDE TO ACTIVE REVIEWING DISCUSSIONS: INDEX

REVIEW DISCUSSIONS

DISCUSSIONS INDEX	REVIEW DISCUSSIONS |  DISCUSSIONS FOR EVERYONE |  DIFFERENT POINTS OF VIEW	NEXT

Introduction: REVIEW DISCUSSIONS Strategies for improving the quality and effectiveness of review discussions. GROUP DISCUSSION is the perhaps the most fundamental reviewing technique of all. It can also be the most difficult and the most unpredictable. When free-flowing and lively discussions about shared experiences happen they often have a life of their own and need little or no extra facilitation. If you sometimes find yourself in unrewarding discussions that do not fit this description, then some of the interventions or gimmicks described here (and used sparingly!) can help to create a climate in which lively and worthwhile discussions are more likely to happen. Most of the reviewing methods described throughout this 'Guide to Active Reviewing' can be used to stimulate, focus or complement group discussion. Top

ON THIS PAGE GROUP DISCUSSION REVIEWING REVIEWS REVISING GROUND RULES MIXING THE GROUP VARYING METHODS PREPARATION BY LEARNERS

REVIEWING REVIEW DISCUSSIONS Discussion is likely to be the most frequently used reviewing method, so it is well worth spending time reviewing it! Ask the group to make three separate lists of what they have found PLUS, MINUS and INTERESTING about the review discussions so far. Ask: "What have been the most enjoyable and most worthwhile discussions so far?" "What have you 'given to' and 'got from' discussions so far?" "How can the discussions we have be improved?" "Which of these ideas shall we try out for our next review discussion?" Also ask each person to come up with two ACTION POINTS which will help them to both GIVE AND GET more in future discussions. If individuals are stuck for ideas, ask the group to make suggestions. If the idea is being promoted that reviewer and participants share responsibility for the quality of discussions, then it is logical for the reviewer to end up with two action points for herself. Top REVISING GROUND RULES A few basic 'Ground Rules', negotiated with the group, and expressed in positive statements, can help to generate a climate for good review discussions. The rules are created by reviewing the initial experiences of the group. For example, ask learners to use these sentence beginnings in paired interviews, and then discuss responses as a whole group: What's good about the atmosphere in this group is ... It is difficult to speak up in this group when ... This group is good/not good at ... I would be happier in this group if ... I would take part more in reviews/activities if ... I would learn/benefit more if ... There are many advantages of developing rules based on the group's experience of their discussions so far. For example, rules generated in this way are guaranteed to be ... relevant to understood by supported by owned by (and even) enforced by ... ... the group who created them. Also, unnecessary rules are unlikely to be created by this process. Avoid creating too many rules - especially if the resulting list is likely to stifle, distort or divert discussion. If you end up with a list that seems too long, then ask the group to select the top 3 'rules', and demote the rest to 'proposals' , 'expectations' or 'intentions'. Top MIXING THE GROUP Experiment with reviewing in different sized groups. This helps to change patterns of relationships within a group. Some people prefer the relative intimacy of reviewing in pairs or sub-groups; others prefer larger groups - so it pays to change group sizes frequently. It is also important to keep changing pairings or sub-groups, so that everyone gets to work with everyone else, and so that cliques do not develop. Unlikely Pairs: If people are being asked to work with partners they don't get on with very well, it is particularly important to provide them with a reviewing task which they are likely to achieve and enjoy. Ask everyone to report back to the whole group on how they got on with each other. If the answer is at least as good as "better than expected", then this strategy is working! Top VARYING REVIEWING METHODS Variety adds to interest and motivation (for all learners), and will continually open up new perspectives. Although a reviewer may have a favourite style or method of reviewing, this will not be the best way for each and every person in a group to learn. By varying your reviewing methods and by varying your approach to review discussions you are opening up a wider variety of opportunities for communicating and learning. Introduce variety into how discussions are set up and managed. This job should not automatically fall to the facilitator: in many courses (youth and adult), it is highly relevant for participants themselves to practise their facilitation skills and to lead discussions. See 'Preparation by Learners' (next) Top PREPARATION BY LEARNERS Before the activity, ask the group to list potential review topics, and ask each individual (or pair) to take responsibility for leading a topic during the review. When all have decided on a topic give them time to prepare. The reviewer is available for advice during preparation, but is involved as little as possible during the review itself. People will often respond well when their friends or peers are leading the review. This is even more the case when everyone knows that they themselves will have a turn at leading a review topic. Leading a review topic can be a greater responsibility or challenge than the activity being reviewed - so ensure that everyone receives feedback on how they conducted their part of the review. The feedback may come from the group or the reviewer or both. Top

ON THIS PAGE GROUP DISCUSSION REVIEWING REVIEWS REVISING GROUND RULES MIXING THE GROUP VARYING METHODS PREPARATION BY LEARNERS

DISCUSSIONS INDEX pages at reviewing.co.uk:	REVIEW DISCUSSIONS |  DISCUSSIONS FOR EVERYONE |  DIFFERENT POINTS OF VIEW	NEXT
links to other websites:	Discussing the undiscussable A workbook for improving group effectiveness and openness Bob Dick and Tim Dalmau

HOME

HELP