Free Discussion Discussion Strategy: Explanation
Many discussion activities are heavily structured.
This is to ensure learners get the most out of discussion, stay on task, and are challenged in a variety of ways.
On occasion, however, it can be stimulating for learners to have a completely free discussion.
This is one where there is little if any structure, and the teacher leaves it up to the pupils to determine the course the conversation takes.
A free discussion can begin in one of two ways.
It could be that the teacher indicates a topic they think it will be useful for learners to discuss, or it could be that the teacher asks learners to propose possible topics for discussion.
If the latter, collect the options learners propose and then take vote to determine the focus.
Once the class has settled on a topic, the teacher explains they will facilitate the discussion, but no more.
It will be up to the learners themselves to choose how to approach the matter and to decide which areas are most worthy of debate.
This can lead to a somewhat wayward discussion, perhaps including sections that appear irrelevant.
Nevertheless, it is important for the teacher to remain in role as the facilitator and to keep the discussion free from intervention.
Once the debate is finished, the teacher should lead the class in a reflection exercise.
This gets learners thinking about the discussion and identifying what went well and what could be improved.
The results should be noted down and used to inform the next free discussion in which the class engages.
Free Discussion Discussion Strategy: Example
Topic: How do we decide where to site a new nuclear power station?
The activity is self-explanatory.
In this case there is a topic suggested by the teacher.
Free Discussion is perhaps best used with subject areas that are contentious, open-ended, and which encourage value judgements.
These facets in combination make it more likely that learners will be able to talk at length about a topic, without needing prompts or some sort of structure.
The reflection at the end of the discussion should focus on questions like:
- What did we learn from the discussion?
- What quality of contributions did people make?
- Did we talk about the key issues thrown up by the topic?
- How could we improve the next free discussion we have?
- How has our understanding of the topic altered, because of the discussion?
Free Discussion Discussion Strategy: Extensions and Developments
- In the reflection, try encouraging learners to think about why we use discussion in the classroom. Ask them to consider how it might be of benefit and what it provides that is unique, and hard to access through other approaches to learning.
- Appoint learners to certain roles intended to aid the whole class in making the most of their free discussion. These could: timekeeper, questioner, scribe, leader and summariser.
