ENGAGE Group Discussion
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The document outlines strategies for conducting effective group discussions in science education, emphasizing the importance of collaborative learning, student engagement, and handling moral and ethical issues. Key steps include setting clear tasks, organizing students into manageable groups, and establishing ground rules to foster a respectful environment. Various discussion methods and examples are provided to enhance critical thinking and participation among students.
ENGAGE Group Discussion
- 1. Equipping the Next Generation for Active Engagement in Science Online Course: EngagingScience.eu/en/mooc Group Discussion
- 2. Aims Learning how to: • set tasks • form groups • prepare groups and • support discussion Reflecting on: • challenges experienced • and considering solutions Understanding : • the challenges of setting up • and evaluating discussions linked to issues with moral and ethical concerns
- 3. Why using Group Discussions? Articulating their own ideas about a scientific concept and issues Supporting student-centered learning help students to learn more actively with controversial issues by Developing of key science skills like arguing and reasoning Using another’s ideas to help build their own, evaluating ideas, and comparing solutions Students enjoy it!
- 4. Group discussions in ENGAGE Small groups: 3-4 students work without direct supervision by the teacher. Collaborative: Students come to a decision or solve a problem in group Authentic issues: Tasks have a connection to real problems and questions Science meets Ethics: It includes decisions on ethical or moral concerns.
- 5. Organising the Discussion 1.Decide 2.Set Tasks 3.Form Groups 4.Prepare Discussion 5.Support Discussion
- 6. 1.Decide Class as a group... ...or small groups in the class …or both Topic Resources Time
- 7. 2.1) Check students have sufficient knowledge Our tasks also make it clear what are facts (not to be questioned) and what are evidence/opinion (can be argued about). ENGAGE example: the Ebola activity 1. In the dilemma students faced was ‘will you test a new vaccine?’. 2. Before they could come to a decision they needed to understand how the vaccine works. 3. They used their knowledge of genes to discuss and explain this. 2. Set Tasks
- 8. 2.2) Keep tasks short and structured ENGAGE tasks have a ‘discussion agenda’ for high level discussion, to ensure students know what to talk about, and know when they are on/off topic. ENGAGE example: the Invasion! activity 1. In the dilemma students faced was ‘should we introduce ragweed-eating insects?’. 2. Focused task: Students were given information and asked to answer one important question. 3. Group discussion: They then presented their answer to the rest of the group. 2. Set Tasks
- 9. ENGAGE example In the BanCola activity groups are asked to feedback their opinions to the rest of the class. These are then used to initiate a whole class discussion. 2.3) Make groups accountable for an output The best way to ensure students learn without supervision is to define a clear output for the task e.g. to solve a problem or come to a group decision. . 2. Set Tasks
- 10. ENGAGE example: the 3 Parents activity • In students are introduced to a controversial procedure and are asked ‘should the new it be allowed?’. • Groups study arguments from different viewpoints with differences of opinion. • This help students come to an informed decision. 2.4) Create conflict ENGAGE tasks create conflict by having sources which disagree, or by putting students into roles which have differences of opinion 2. Set Tasks
- 11. 3.Form Group(s) 1. Use groups of 3 to 4 students It allows enough time for everyone to talk and a good range of opinions to be evaluated . 2. Try friendship groups Group dynamics play a big part in a discussion. Students won’t discuss until they feel confident with their peers. It will be more fun to argue/conflict opinions with friends. 3. Give students discussion roles Engage teachers notes suggests students’ roles to keep the discussion focused and to uphold the ground rules. • Leader: reads the assignment, restates points, mediates conflict, and manages time • Listener: asks probing questions, or asks for better explanations, or recalls areas left out • Reporter: get group to answer his questions in order to report back • Encourager: gives team members feedback, is responsible for ensuring that all group members are heard. • Reflector: who keeps track of group process and makes comments about focus, listening skills, participation. 4. Organise the environment Ideally students should sit in small circles, close together. Everyone needs to be facing each other if they are to talk to one another.
- 12. 4.Prepare Group(s) 1. Establish the ground rules upfront Students need to know the behaviour expected when taking part in a group: • Ground rules for discussion can be identified as a class. • An effective way is to get students to write the list for themselves • They can discuss a list of rules for common agreement • Then encourage students to refer to these whenever an issue arises. 2. The most fundamental rule is listening to others The whole purpose of discussion is to see things from perspectives different from our own: • everyone's opinion is listened to and respected • everyone takes responsibility for good behaviour • Silence is O.K. Think before speaking • Don’t interrupt or ridicule others • If you don’t understand, ask for clarification
- 13. If you have time Use practice exercises to develop discussion skills Being heard: Pair up students. 1. One person talks about a hobby while the other person is instructed to ignore them. 2. Discuss the frustration that can come with not feeling heard. 3. Review strategies a good listener should practice. Listening accurately: Prioritize certain information over others – One student reads a short story, and the others have to paraphrase. Listening actively: More vital role in discussions 1. One talks about a place they’d like to visit, but gives only some hints. 2. The listener has to pick up on these subtleties. 3. The original speaker will confirm or deny whether this. 4. the group discuss ways people can pick up on the appropriate cues. Try short exercises to build specific skills, before students start the discussion. For instance, there are many games to promote better listening: 4.Prepare Group(s)
- 14. Group Discussion Formats • Discussions involving socio-scientific issues, ethical aspects and decision-making: afford a different types of questioning. • Expressing ideas, no right or wrong, listening peer’s opinions, evaluating revising and linking ideas: allow talk centered on engagement and thoughtfulness. • Asking peers and then teachers questions that arises from their own interests or confusion: increases participation. • Teacher triggers about what student have observed, experienced, or read: push students to think more deeply.
- 15. Group discussion Methods 1. Conscience alleyway 2. Consequences wheel 3. Mind movies 4. Two Stray, One Stay 5. Jigsaw 6. Four Corners 1 2 3 a b c d
- 16. 1. Conscience alleyway What? Quick role playing. How to use? 1. Explain the dilemma Ask students to think about how they feel about it. 2. Split them up into 3 groups: A, B and C. 3. Get the students from A and B to form two lines facing each other with an alleyway through the middle. 4. Ask students from group C to pass through the Conscience Alleyway whilst the students from A and B whisper their ideas. 5. Group C students express their newly informed feelings to the rest of the group After reflecting upon what group A and B students said to them. 6. It can be repeated if time allows, then each group can pass through the alleyway.
- 17. When to use? Good for exploring new topics to get a quick overview of where the participants are in their own understanding of things. ENGAGE example At the start of the GM decision activity, students are asked whether they will buy GM cereal. The Conscience Alleyway could be used to gather thoughts, feelings and opinions on GM food. 1. Conscience alleyway
- 18. 2. Consequences wheel 1. On paper the students write the main topic: action or event related to the dilemma in a centre circle. 2. Students write direct consequences of the main action each within a circle and connected by a line Radiating outwards from the centre to form a first layer of consequences. 3. Students then consider second order consequences around each of the direct primary consequences. These secondary consequences are linked to the primary consequences by drawing double lines. 4. The students can continue with third order consequences and so on. 5. Students can highlight positive or negative consequences (e.g. + pros / - cons or different colours) 6. Students can compare and contrast their consequences through group discussion. 7. This may lead on in turn to exploring new issues. What ? a visual mapping type activity. How to use?
- 19. When to Use ? As a way of generating discussion around a topic. ENGAGE example In the Grow your own body activity, students are asked to give their friend advice on whether to choose a lab grown organ or a human transplant. After studying the information they can use a consequence wheel to map out the actions of each choice to help them come to a decision. 2. Consequences wheel
- 20. 3. Mind movies What? This is about students thinking creatively How to Use? 1. The students close their eyes. The teacher reads out the dilemma to the class. 2. Students are asked to imagine what is happening with dilemma in their mind. 3. Once the scenario has been explained, the students are asked to continue where the teacher left of to complete the story in their mind. 4. Then students are asked to share their stories in groups of between 2-4. ENGAGE example At the start of Big Bag Ban the students can visualise the problems caused by plastic waste. They can then discuss possible solutions. When to Use? This creative tool can be useful when introducing a new topic. It is a good way of generating discussion amongst students.
- 21. 4. Two Stray, One Stay (www.theteachertoolkit.com/)What ? Students move around the room while working with classmates to solve problems and answer questions. How to Use? 1. Group (Arrange students into groups of three) Assign each student a number (1, 2, or 3) and a letter to groups (A, B, C, D...) 2. Assign (Give all groups the same assignment) Explain a dilemma task to perform, a problem to solve, or a question to discuss. Tell that each member will be going to another group to share ideas, they need to be able to tell their response . 3. Move (Swapping students after groups formulating their response) All students number 1 stand up and rotate to the next group ( A => B, B => C, C=> D, D => A) Then, all students number 2 stand up and rotate two groups ( A => C, B => D, C=> A, D => B) Student #3 stays in his or her original position. 4. Interview (Students interview one another about their results and way to solve it in new groups ) Everyone should take notes and prepare to take the new ideas back to their own original group. 5. Return and Share (After five to ten minutes, all students return and share outcomes to their original groups) As the original group of three, they will each share what they learned from the other groups they worked with. 1 2 3
- 22. When to Use? After reading a text to compare and contrast conclusions to a science topic ENGAGE example This could be used to help students complete the main task in the activity Solar roadways. 4. Two Stray, One Stay (www.theteachertoolkit.com/) 1 2 3
- 23. 5. Jigsaw (www.theteachertoolkit.com/)What? Reading technique How to Use? 1. Prepare (Prepare four separate reading selections on the content ) Put students into groups of four. These groups will be the “home groups” of the jigsaw. Prepare a direction sheet to help students answer questions and gather information 2. Introduce to Home Groups (Divide the class into their home groups) Explain the strategy and the topic of study. Tell students that they are going to be responsible for teaching one segment or selection to the group they are sitting with now. 3. Break into Expert Groups (students move to sit with a group assigned to the same selection) First, ask students to begin reading to themselves, or have them take turns reading aloud. Second, the group should discuss their selection/topic, fill out their direction sheet Third, they decide what and how they should present to their home groups. 4. Regroup with "Home Groups"(they return to their home groups to create & share a summary) Each student is responsible for teaching their selection/topic to their home group. All students are responsible for learning all material. Determine how you’d like students to organize and summarise all the information ( graphic organiser or a poster)
- 24. When to Use? Focusing on complementary – or divergent – concepts ENGAGE example This technique could be used in the main activity of Life on Enceladus. Expert groups could look at each evidence card and make a conclusion before feeding back to home groups. 5. Jigsaw (www.theteachertoolkit.com/)
- 25. 6. Four Corners (www.theteachertoolkit.com/) What? Reading technique through movement and discussion How to Use? 1. Prepare (Generate a controversial statement or a question related to your topic of study) Create four different opinions (e.g 1. “Strongly Agree,” 2. “Agree,” 3.“Disagree,” and 4.“Strongly Disagree”) or four possible answer choices to related to the dilemma and post these chart papers in four areas. Each corner of the room is labeled as A, B, C, or D. 2. Present: (Read the statement or problem to the class, without giving them choices) Allow time for students to independently think about an answer to the statement/question. They can write down their answer and reason for their choice. Then, provide the answer choices and ask students to choose the option that are similar 3. Commit to a Corner (Ask students to gather in the corner of the room that corresponds to their choice) In each corner, students form subgroups of 2-3to discuss the reasons for selecting a particular choice. 4. Discuss (Call on students to present a group summary of their opinions) Allow two or three minutes of discussion before. They can share an oral presentation or a written statement. a b c d
- 26. When to Use? • Before introducing new material to tap into prior knowledge • After watching a debatable film clip to gauge a reaction • After reading a short text to begin a discussion ENGAGE example This technique was used in the activity Making decisions. A simulation is used to show the consequences of making a decision. Students show their decision before the simulation by going to a corner. After the simulation, they can 'move or stay' to the corner of their new choice. 6. Four Corners (www.theteachertoolkit.com/) a b c d
- 27. 5. Support the discussion 1. Listen in, then support or challenge (drop in on groups for short periods) If they stop talking when a teacher appears, make sure they know you’re there to support them. Decide whether your input will give them more support or challenge them to a higher level. 2.Deal with emerging problems (a group or a member’ noise can be a problem) Some students’ behaviours may fall into one of these categories which will require action: • Silent/shy students: invite them directly, ban interruptions, and congratulate small contributions • Clowns/distractors: confront and explain problem, give guidance and reward better behaviour, separate from anyone who encourages this behaviour • Apathetic/bored: Place with friends, give them a specific role, and encourage contribution • Dominant/over-talkative: explain problem (but praise contribution) allocate a recording or leadership role, place with similar students • Duelists/aggressors: identify reasons, suggest preferred behaviour and advise on self-control and resolving conflict, separate known duelists 3.Move between small group and whole group (encourage participatory learning) Value students’ contributions from individual groups and encourage them to share it with everyone. Draw out similarities and differences, and get individual students to give reasons for the range of views. 4.Anticipate sensitive issues (ensure a productive level for discussion) If there are students who are vulnerable to the discussion topic, either warn them in advance, make sure they are in an understanding group, or let them sit out.
- 28. ENGAGE CONSORTIUM includes 14 Institutions from 12 countries with extensive experience in IBSE, RRI, teacher training, and curriculum design
- 29. Online Course Team Coordination: Alexandra Okada CPD Framework: Yael Schwartz EDX platform: Mauro Vannucci Learning Analytics: Mihai Bizoi Collaborators : Sonia Hetzner Foteini Chaimala Maria Evagorou Gemma Young Andy Bullough Consultant: John Wardle Management: Pat Morton Evaluation: Dury Jacobs Engaging.Science.eu Contacts: Tony Sherborne (Project Coordinator) tonysherborne@gmail.com