Class discussions help students to examine, evaluate and share knowledge about a subject matter. They provide an atmosphere for students to create new ideas, view from different perspectives, improve their communication and expression skills.

Before the discussion, you have to:

1.Identify the objective of each discussion

For examples, if you want to help your student

• to focus on the subject matter, or 

• to relate the discussions with the course 

2. Select appropriate forms of class discussion

For examples, 

• Student presentation followed by group discussion; 

• Briefing from TA followed by group discussion; 

• Assign readings to students followed by summary presentation and class discussion; 

• Buzz group discussion, i.e., the whole class is divided into small groups of 3 or 4 persons who discuss a topic for a short time. Then each sub-group reports the results to the whole class; 

• Debate. 

3. Set the room for discussion

• Different room-setting may affect the participating atmosphere

• Sitting in a circle allows everyone can see and communicate with each other; 

• You may sit outside the circle to observe and control; 

• In large class students may form different small groups with their own circle. 

While leading a discussion, you have to:

4. Create a climate to facilitate discussion

• State the rules of discussion, e.g., how to take turns, how to interrupt; 

• Preview topics and introduce key terms; 

• State your expectation & goal of discussion; 

• Provide sufficient time for discussion. 

5. Stimulate participation

• Raise questions for stimulation; 

• Call on students who might provide interesting viewpoints; 

• Call on students to paraphrase or summarize the issue just discussed;

• Prepare questions, give students a few minutes to write down their answers, and present them to the whole class. 

6. Guide the discussion

• Summarize the issues just discussed and list out the key points, clarify students’ ideas and ask for comments; 

• Comment positively about a student’s contribution to reinforce the idea; 

• Assign a small specific task to a quiet student to encourage participation; 

• Avoid any student monopolizing the discussion; 

• Prevent the discussion from deteriorating into a heated argument. 

Further Readings

1. Kelly, M. & Stafford, K., Managing Small Group Discussion, Professional Development Unit, City University of Hong Kong, 1993, pp.8-11. 

2. "Leading/organizing Discussion in Class/Tutorial" in Teaching-Learning Tips, Instructional Development Unit, ETC, Hong Kong University of Science and Technology, 1994.