Managing Discussions

14 Pages Posted: 21 Oct 2008

See all articles by James G. Clawson

James G. Clawson

University of Virginia - Darden School of Business

Multiple version iconThere are 2 versions of this paper

Abstract

This note is intended for college-level instructors as a description of "bridge" skills between lecturing and the case method. It describes both the benefits and the disadvantages of discussions, techniques for using discussions, and tips for starting and managing discussions.

Excerpt

UVA-PHA-0049

MANAGING DISCUSSIONS

Discussion teaching is second only to lecturing in popularity. Socrates, probably the most famous discussion teacher, developed the dialectical approach of asking questions that would stimulate student thinking and subsequent discussion. Even with its lengthy and well-established history, however, discussion technique is for many instructors a focus of concern and fear. The idea of relinquishing some control over the focus of a class and the uncertainty over what questions students will ask are daunting to those who can't compete with Socrates in intellect and confidence. It need not be so. If you can give up on the often-held idea that the professor has to know it all and accept that you may be able legitimately and professionally to say, “I don't know—let's find out,” then discussions will not be threatening.

In some ways, managing a discussion is like conducting an orchestra. You see in the room a variety of melodies to play, experiences from which to benefit, intellects to open and discover, and theories to examine. With the appropriate waving of questions as batons, the instructor hopes to bring all of these together in a way that produces a harmonized whole for everyone in the room.

The discussion technique is also a means of discovery. It is through thoughtful questions and searching answers that students can be led to understand things they did not before. Discussion technique is much more than simply asking, “Are there any questions?” This careless beginning does not do justice to the range and depth of things you can do to create a vibrant, instructive discussion.

You can also view the discussion technique as a pedagogical bridge between lecturing and the case method. It is distinct from both, for it is more participative and bilateral than lecturing and yet less problem-focused and participative than the case method. You can use discussions both within lectures and within case classes for particular purposes. And developing your discussion management skills will provide a good introduction to class management of case discussions.

. . .

Keywords: pedagogy

Suggested Citation

Clawson, James G., Managing Discussions. Darden Case No. UVA-PHA-0049, Available at SSRN: https://ssrn.com/abstract=911824 or http://dx.doi.org/10.2139/ssrn.911824

James G. Clawson (Contact Author)

University of Virginia - Darden School of Business ( email )

P.O. Box 6550
Charlottesville, VA 22906-6550
United States

HOME PAGE: http://www.darden.virginia.edu/faculty/clawson.htm

Do you have negative results from your research you’d like to share?

Paper statistics

Downloads
231
Abstract Views
1,113
Rank
217,303
PlumX Metrics