Plan Group Discussion about a Novel
How to Engage Learners in Literary Analysis With Their Peers
May 30, 2009
Extensive research has been conducted on the benefits of high school teachers adopting the role of facilitator or guide, especially when it comes to classroom discussion. Though this approach sounds wonderful in theory, many teachers find it difficult to consistently implement. Here’s the simple key: carefully plan activities in advance.
Visualize Your Classroom
To begin planning an effective classroom discussion, visualize your classroom. Each of your classes has its own dynamic, so you must take into consideration the individual students and overall vibe of each class. Mentally walk through the activities taking place in each class, and try to identify potential pitfalls so you can pro-actively prevent them.
Plan Your Groups Carefully
Effective discussion is most likely to take place in a highly structured environment. Therefore, you should plan your groups in advance, taking into consideration the following tips:
- Don’t place students who are frequently absent in the same group.
- Do arrange heterogeneous groups: mixed ability, mixed gender groups.
- Assign each student a specific role in the group, including speaker, writer, devil’s advocate, and illustrator.
- Consider multiple intelligences and try to assign roles according to each student’s strengths.
Consider pre-arranging five or six groups, write down the names of each students you place in a group, and hand them their group numbers as they walk into class. They should find a group of desks displaying the number matching the one on their card.
Set Realistic Goals for Class Discussion
Be careful not to be overly ambitious with the amount of material you want students to cover in one class period. Identify three questions you would like each group to explore, and instruct them to find specific examples in the novel that respond to each question. They should highlight and annotate these examples in their novels.
Incorporate Movement Within One Class Period
The movement can be as simple as starting class with students sitting in pre-assigned groups where four or five desks are arranged facing one another. After thirty or so minutes of discussion, you can move to a whole-group reporting where the speaker of each group summarizes the findings of the group to the entire class. Alternatively, you can instruct one student from each group to rotate to another group and report the findings of his or her group to the new group he or she infiltrates. Often, this subtle movement is sufficient in re-energizing student interest and refocus on the topics under discussion.
Identify Effective Teacher Behavior
Chances are you will encounter chaos or off-task behavior if you decide to sit at your desk and grade a looming stack of essays while students “discuss.” Though you are not the star of this show, it is vital you make your presence known by circulating and assisting throughout the class. You may choose to sit down with each group and eavesdrop on the conversation for five minutes, or simply walk around and respond to questions. Remember, proximity can be a great classroom management tool.
Although a group discussion can pave the way for a group project that spans several class periods, it is recommended that you first experiment with short-term goals that can be accomplished in one class period, whether it is a fifty minute class or a block of two hours. As you experiment with different variations of class discussion to promote student-centered learning, you will discover what works and what doesn’t. As an educator, you should never stop experimenting with new ways to enhance student learning.
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