Round Table Discussion Strategy: Explanation
Round Table is an unstructured discussion activity in which learners take the lead.
In terms of numbers, I’d suggest the following:
- Under 10 learners = 1 group
- 10 – 20 learners = 2 or 3 groups
- 20 – 30 learners = 3 or 4 groups
The deciding factor will be the extent to which you can rely on your learners to self-regulate.
The bigger the group size, the more important self-regulation is.
It’s a balancing act.
Small group sizes (which are easier for us to monitor) may not provide sufficient input to ensure good discussion.
The activity works as follows:
In advance, book a computer room or a set of laptops.
Introduce learners to the topic. Divide the class into groups based on the numbers suggested above and split each group into pairs.
Provide a range of areas connected to the lesson topic. Ask each pair to select an area. No group should have two pairs selecting the same area.
Pairs must then research their area using the internet. Specifically, they need to identify one article, story or report that connects to it.
They should print this off and prepare the following:
- A summary of the article, story or report.
- A brief explanation of why they thought it was interesting.
- A question to pose to their peers, inspired by what they found.
Pairs return to their original groups.
They push three tables together and sit around these.
Pairs take it in turns to summarise what they found and to pose their question to the group. In each case, the group has a round-table discussion about the question.
The activity continues until each pair’s question has been discussed.
This activity works particularly well at the beginning of a topic. It is a good way to get learners engaged with new material and thinking about a topic they will then be studying for a few lessons.
Round Table Discussion Strategy: Example
Topic: Climate Change
The teacher presents the following areas. Pairs must select one of these for their research. With the caveat that, in a group, each pair must choose a different area.
- Causes
- Consequences
- Impact on humans
- Impact on animals and wildlife
- Solutions
- Politics
- Data
- Charities and NGOs
By providing more options than there are pairs, you make it less likely that learners will argue over who gets to research a particular area.
In our example, learners get into groups, then into pairs, and then choose an option they want to research.
Let us imagine that Pair A selects ‘Solutions’ and finds a newspaper article about wind energy. They print this off, summarise it, and come up with a question it has inspired them to think about.
When the groups re-form, Pair A present their article to their peers and then ask their question.
This might be something like: ‘How could we encourage the government to invest in wind energy?’
The group discuss the question, in a round-table format. Learners can bring in ideas and information they have come across in their own research, creating a rich and meaningful discussion.
Once the discussion has been exhausted, Pair B takes over from Pair A and the process continues until everyone has had their turn.
Round Table Discussion Strategy: Extensions and Developments
- Challenge learners to choose an aspect of the topic about which they have little or no prior knowledge. This will make researching more difficult but also more rewarding.
- Ask learners to write a summary of their discussion. They should use this to identify any areas they feel are worthy of further study, justifying their choices. You can collect in what learners have written and use this to influence your planning.
