GROUP DISCUSSION

DEFINITIONS• Group discussion: A group discussion is an informal and

voluntary gathering of individuals to exchange ideas, information, and suggestions on needs, problems, subjects, etc., of mutual interest.

• Formal group discussion: prior to the scheduled discussion, the topic is announced ahead of time.

• Informal group discussion: it may occur any point of time during class.

PURPOSES

• to give learners an opportunity to apply principles, concepts, theories which the body of information has been introduced to the learners

• to clarify obscure points which the lecturer sets time for the learners to ask what are the things they did not understand or if they are having hard time digesting the information from the discussion

PURPOSES contd.• to learn the process of group problem solving which the

lecturer divides the class into subgroups to work on assigned problems and all the members are required to come up a solution.

• to organize community or individuals wherein the group plans together and agrees or disagrees to ideas for the betterment of the plan.

Techniques• Trigger Materials: something that the people are likely to

have strong views about-most preferably a controversial one

• Brainstorms: In brainstorming, you ask an open question to which there is no single right answer. In this manner, everyone can have room for their opinions. The teacher should accept everyone suggestions, without comments or criticism, and write it somewhere where everybody can see

Techniques contd.• Rounds: a way of giving everyone an equal chance to

participate. To do this, you invite each member to make a brief statement completing and unfinished statement• However, for a group to have successful rounds, four rules need to

be followed:

•  • No interruptions when one is not yet finish with the statement.• No comment until the full round is completed.• Anyone can choose not to participate as it is very important to reinforce

the principle of voluntary participation.• It’s okay if two or more people say the same thing

Techniques contd.• Buzz Groups: small groups of 2 to 6 people who discuss

questions or topics for short periods. It gives everyone more chance to talk.

• Revelations: a great essence for everyone to open up while maintaining anonymity.

ROLES

• Leader/Facilitator: sets the climate for learning, and offers explicit goals and directions for classroom behaviors. They must also have the knowledge and competencies to be able to help guide the learners

Roles contd.• Members/Audience: also called as the learner. The

learner needs to interact with the educator to be able to learn new ideas and each learner is unique in learning new things

ADVANTAGES• 1. Students like it• 2. Students prefer it• 3. Help boost self-confidence• 4. Stimulate thinking• 5. Help to know each other• 6. Help in increasing knowledge

Difficulties• Silence: Causes awkwardness. However it can also mean

that everyone is processing the information in their minds.

• Disasters: The unexpected undesirable events such as getting lost or arriving late, unexpected number of people, technical breakdown

• Distractions: loud environment, frequent interruptions like people coming in late and cell phones that keep on ringing.• As a rule, a group leader can have three options on what to do

such as:• Ignore them• Acknowledge and accept them, this is best with things that you can’t

change such as it is lousy outside due to traffic.• Do something about them such as involving the group in making the

decisions and accepting everyone’s opinion and emotions.

Difficulties contd.• Difficult Behavior: They’re two categories in difficult

behavior which are non-participation and talking too much.

REFERENCES• Clark, Carolyn Chambers. (2008). Classroom skills for

nurse educators. St. Louis p7.•  • Deyoung, Sandra. (2009). Teaching strategies for nurse

educators. 2nd ed. Singapore: Pearson Education South Asia Pte. Ltd. Pp. 120-122

•  • Egger, Garry et al.(1999). Health promotion strategies

& method. 2nd Ed. McGraw-Hill, p. 67-81•  • Ewles and Simnet. (1999). Promoting health.

Baillieretindal, London. Pp. 253-257a