Group Discussion
AWARENESS
Positive interdependence: The group sinks or swims
together.
We achieve this goal in small group discussions in my
courses when each group member shares a group task, a
mutual goal, and common resources (a shared text or
problem).
Face-to-face interaction and advocacy: Students help each
other learn.
We achieve the goal of assisting, encouraging, and
supporting each other in learning by the way we structure
our classroom seating. Students are more able to learn
together when you face each other in small circles.
Students also support each other in learning when you
make a commitment to solve problems jointly through
discussion and shared explanations.
At first you may be disconcerted by group discussions.
Sometimes students in my classes who have never
participated in small groups approach their assigned tasks
in highly individualistic ways. For example, rather than
work together on a series of questions they have been
asked to discuss, they decide that each student will work
alone on one of the questions and share her/his answer
with the others. I discourage the privatization of group
work. More effective cooperative learning occurs when
students maintain a commitment to sharing insights with
each other. Four or five heads are better than one when it
comes to responding to an assignment.
Individual accountability: Each group member has a
responsibility to contribute to the group and do her/his "fair
share."
Although small group work tends not to proceed well when
students divide portions of an assignment among
themselves, thereby privatizing the assignment, small
group work is enhanced when students divide group
member roles among themselves. Typical roles include:
a team captain who keeps the group on task and
focused. She/he reads the assignment to the group,
mediates conflict, and manages time.
a recorder or clerk who takes minutes and writes
down salient points. He/she also reports back to the class
as a whole.
an encourager who gives team members feedback
and is responsible for ensuring that all group members are
heard.
a reflector who keeps track of dynamics of group
process and makes comments (to be turned in with the
clerks) about focus, direction, organization, listening skills,
participation of all members.
When students exercise these roles, they develop
skills in leading, making decisions, building trust, and
managing conflict. All of these skills are of value in todays
workplace.
Group processing: Each group concludes their work
together by sharing the results of their work with others.
We achieve the goal of sharing with others when
we devote time in class for reports from groups. Listening
to each other facilitates your learning. When you present
your work to others you arrive at a better sense of which
aspects of an assignment you understand and which need
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further discussion and reflection. Group reports also
enable me to do my job better. One of my key
responsibilities in class is to facilitate evaluation of your
work. I listen to group reports in order to determine on
which areas in our assignment students need further work.
I offer guidance and further help with the assignment
based on what I hear in the group reports.
STRUCTURING THOUGHTS
Group assessment: Each group needs to regularly assess
the effectiveness of its communication strategies and seek
ways to improve group communication.
Periodically, we reserve time in class to assess
group dynamics. What is working? What isnt? How can
the groups function more effectively?
Strategies For Group Success
You can proactively contribute to making your
group work a success. In the section below are listed
strategies for group success. These strategies are drawn
from Promoting Active Learning by Chet Meyers (San
Francisco: Jossey-Bass, 1993), Collaborative Learning
edited by Kris Bosworth and Sharon Hamilton (San
Francisco: Jossey-Bass, 1994), and Engaging Ideas by
John C. Bean (San Francisco: Jossey-Bass, 1996).
Getting Started
Silence is O.K. Think before speaking.
Maintain roles. Once each member of a group has an
assigned role (e.g., clerk) for the day, agree to those roles
and do not switch.
If you do not understand what another person has
said, ask for clarification.
Respect the contributions of others. One of the
ways we learn from in-class discussions is from seeing
things from perspective different from our own.
Try to give "equal air time" to everyone in the
group.
Reframe Disagreements In Constructive Ways
Say This
Instead of This
I dont think I agree. Could you explain.
That doesnt make sense at all.
I disagree because .
I see it differently because .
Wow! Is that ever dumb.
I think we should check our notes and the original
assignment.
That is not what the teacher asked us to do.
It might be better to ..
Have you considered .
You are dead wrong.
Does everyone agree?
Lets vote on it.
I understand how you feel, but I think you might consider
also .
That really offends me!
Opening Our Eyes To Differences Among Group Members
Extroverts and introverts: A Question of Style
Persons who embrace an extroverted communication style
like to think out loud, composing their thoughts on the fly.
They may be uncomfortable with silence in a group.
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 Group Discussion

Persons who embrace an introverted communication style - I incorporated prior knowledge into group discussion.
like to think privately on an issue, listen to what everyone - I asked questions of group members in an open-minded
else has to say, and then speak their mind. They often are way.
comfortable with extended periods of silence in a group. - I built on comments of other group members to enhance
A balance of group contributions occurs when group discussion.
members appreciate varied communication styles while - I volunteered ideas in a constructive manner.
encouraging each other to step out of form on occasion: - I helped the group to summarize its progress.
persons who favor an extroverted style need to periodically - I identified missing information in the group answer.
relax and silently ruminate about an issue; persons who - I built on the ideas of others.
favor an introverted style need periodically to be
encouraged to contribute, even if they havent worked out
the problem fully in their heads yet.
Gender and cultural differences:
Sometimes students assign each other roles in groups
based on gender socialization, relying on communication
styles with which they are most comfortable in social
settings. Groups work together best when group members
experiment with a variety of roles in groups, even those
with which they dont have as much experience.
Sometimes differences in cultural backgrounds
make group communication difficult. You may have grown
up in a community (in a different region of the U.S. or in a
different country) in which communication styles are
significantly different than those you are encountering at
UNI. Typical cultural differences in patterns of
communication include greater or less degrees of
bluntness, greater or less assertiveness in speech, and a
preference for either direct conversation or for roundabout
and indirect conversation. Groups work together best
when members exercise a sensitivity to these differences,
value their uniqueness, and remain open to talking to each
other despite their differences.
Minefields of Egothink and Clonethink:
Group work can become frustrating if a group member
puts all his or her energy into expressing his or her view
and no energy at all into listening to others and reaching
understanding as a group. But group work misfires also
when a group member puts no energy at all into the group
effort, quickly agreeing with the first statement offered and
deciding that the conversation is over. Effective groups
monitor the energy levels in their conversation: there is a
middle road between the monopolizing tendencies of
Egothink and the passive stances of Clonethink. What
leads to an excellent discussion? All members agree to an
extended conversation in which all share their views.
When they move gradually but steadily toward the
integration and synthesis of views, creative, high-energy,
and effective learning occurs among all members of the
group.

INTUITION ABOUT THE SPEAKER

Are You An Effective Participant
In Group Discussion?
If you are wondering about your skills in group discussion,
think back about a recent class discussion. Then look at
the list that follows. If you can say that you regularly
achieved the outcomes on this list, you have solid group
communication skills. If you occasionally or rarely
achieve these outcomes, review strategies for success
listed above, and try implementing some of them in future
class discussions.
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