111
CHAPTER
14
G
ETTING THE
M
OST FROM
A
C
LASS
D
ISCUSSION
G
ROUP
In small discussion groups,
everyone takes turns
giving their impressions
and opinions about a
chosen subject. Members
listen to each other, think
about how they agree and
disagree with others’
comments, and, depending
upon the assignment,
complete a project or come
to a consensus.
S
mall discussion groups are a popular
way of getting students actively involved in the study topic.
Usually you’ll break into groups of three to eight people. Often,
you wind up in a group with those sitting near you, but sometimes a

yet learned by finding connections with topics you’ve already
learned.
• Perform a specific task, like dissecting a frog in biology class.
• Respond to a written or oral contribution by each group member.
For instance, in a writing class, each member of the group might
read his or her essay aloud so that other group members can dis-
cuss what’s good and what needs improvement.
T
YPES OF
G
ROUP
S
TRUCTURES
There are different ways for a group to be organized. Yours might be
structured along these lines:
• A leader or timekeeper makes sure each person speaks within a
time limit.
• A recorder or secretary writes down what each person says and
reads back the notes to the group after everyone has spoken.
GETTING THE MOST FROM A CLASS DISCUSSION GROUP
113
• A reporter tells the class what the group discovered or decided in
its discussion.
The instructor may have one person fulfill all these roles, rotating
the position with each class meeting.
Other groups are much less formal. Your instructor may not give
you any instructions at all about who should do what, as long as your
group accomplishes the work it’s assigned. You’ll probably find in such
cases one or two students naturally take the role of leader. Your group
may want to choose someone to take group notes. It’s only fair to try to

to keep track of all ideas and comments.
Help Your Group Get Going
Whether your instructor has students take turns leading each group or
you’re all on your own, the group needs everyone to participate. Be
prepared to coax someone who’s shy. If someone is reluctant to speak,
ask,“How do you feel about this?” or, “Do you agree with ...?”You might
need to remind people to speak loud enough for everyone to hear.
Take Notes
Some instructors have students take turns recording the discussion and
reporting to the class. Even if your group doesn’t have a recorder or
secretary writing down what others say, take notes of what’s happening.
It is also helpful to bring your own tape recorder. These tactics will help
you better remember what was discussed.
T
ALKING IN A
G
ROUP
Not everybody understands best by hearing. Even those that do might be
distracted by what they’re waiting to say, or by what they overhear other
groups talking about.
Try to keep people’s attention by speaking clearly. Look at the faces
of your group members. Does anybody look like they’re not understand-
ing what you are saying? Clues might include a wrinkled forehead or
nose, or even a blank stare. If you get such signals, try speaking more
loudly. If someone still looks like they don’t understand you, try repeat-
ing what you said in a different way. Ask someone, “Could you clearly
hear what I said?” if there’s any doubt you were understood.
L
ISTENING IN A
G

Group discussion gets everyone involved. But in order for it to work well,
each person needs to focus on the topic at hand, speak within time
limits, listen carefully, and respect others’ opinions. Identify what you
agree with and why—and what you disagree with or are confused about
and why.