Question Time Discussion Strategy: Explanation
This activity is based on the long-running BBC television programme of the same name.
It is best used when there are a series of different perspectives associated with the discussion topic.
Here’s how it works:
The teacher introduces the topic.
Ideally, learners should have had a few previous lessons on this and, therefore, should be familiar with the ins and outs of the subject.
Five learners are chosen (or volunteer) to be the guests on the Question Time panel.
The teacher gives each of these learners a perspective from which to argue.
The learners are sent to the far side of the room to make notes on how their perspectives link to the topic.
The remainder of the class are put into groups of three or four and invited to identify different areas of the topic that could be discussed.
Once they have done this, they are asked to formulate questions based on these areas and to write the questions on slips of paper.
Finally, the slips of paper are collected in, and the class rearranges the room as follows:
- Three tables are placed at the front of the room with six chairs.
- The rest of the chairs are set out in rows, facing the three tables and six chairs.
The teacher sits in the middle of the three tables, with the five learner-guests sat either side.
The rest of the class sit on the remaining chairs. They are the audience.
The teacher introduces the guests, explaining what perspective each one represents, and then pulls out a question at random from the collected slips of papers.
Members of the panel are invited to discuss the question, taking it in turns to share their views.
The teacher (who is the host), brings different learners into the discussion.
Once a couple of questions have been discussed, the teacher invites contributions from the audience.
The discussion continues in this way, with the teacher picking out more questions at random for the panel and the audience to discuss.
Question Time Discussion Strategy: Example
Topic: The Sociology of Crime
Five learners volunteer to be guests on the Question Time panel.
They are given the following theoretical perspectives:
- Marxism
- Feminism
- Functionalism
- Postmodernism
- Interactionism
They all go to the far side of the room and make some notes on how their perspectives interpret crime in society.
The remainder of the class come up with questions based on different areas of the topic.
The teacher collects the questions in, the room is rearranged, and the discussion begins.
Let us imagine that the first question drawn out by the teacher is:
- ‘What explains why crime happens in society?’
This provides plenty of scope for each of the guests to talk from their own perspective.
It will also generate disagreement because of the different positions the guests have been asked to defend.
Audience members are then asked what they think.
They are not beholden to a perspective in the same way the guests are. This means they can share their personal views, helping to create a high-quality, analytical discussion.
The teacher moves the class on to the next question when they feel the time is right.
Question Time Discussion Strategy: Extensions and Developments
- When playing the role of host, you can take on various dispositions. For example: amiable, inquisitorial, combative, contrary, and conciliatory. You can call on these at different times, depending on how things are going, and use them to change the nature of the discussion.
- Invite members of the audience to respond directly to comments made by members of the panel. This helps generate debate about the perspectives each of the guests are defending.
