Global issues advanced discussion class

Global issues advanced discussion class
by Chris Summerville (Ritsumeikan University)

Abstract

This article presents a student-led global issues discussion course for advanced EFL students. Students spend two class periods in small groups discussing a topic selected by the teacher from a list of possible topics students expressed interest in during the first class. The students, however, are unaware of which topics were selected and, in the first week's discussion, only the discussion leader knows what the new theme will be. The main requirement for the course is for each discussion leader to hand in a 'topic discussion packet' containing their lecture(s), discussion questions, the note-taker's notes, students' research findings and an essay reflecting on the discussion contents and their roles as discussion leaders. This article concludes by suggesting that removing the teacher from authoritarian roles and having the discussion led by student peers can enable class members to share their opinions more openly without fear of 'being wrong' and discussions can be conducted in a more candid and animated way.

Keywords: Student-led discussions, global issues, advanced EFL discussion, discussion skills.

Since 2000, I have been conducting a one-semester oral communication class for university students who have lived abroad for one year or more. It is essentially a student-led class where the role of the teacher is as an out-of-class adviser and an in-class facilitator. Students, in groups of five, discuss the same general topic simultaneously, with the focus of their discussion having been decided individually by each group's discussion leader in their prepared mini-lecture and discussion questions.

The unique feature of the course is that in the first of two discussion sessions on each topic, only the discussion leader knows the topic will be (although the five topics chosen during the semester were those most commonly cited on a list of possible topics of interest made by student in the first class). Thus there is one 'uninformed and unprepared' discussion led by an 'informed and prepared' discussion leader, and a second discussion on the same topic conducted a week later after all students have considered and researched the issue.

The point of such a structure is for students to realize that they have valid opinions and experiences to share on any given topic. Moreover, based on their personal knowledge and exposure to the issue, their opinions can be reinforced, complimented and/or modified, or even negated in the process of researching the issue and discussing it with peers.

This structure allows them to gain confidence in sharing ideas and opinions based on their feelings and experiences without necessarily being 'experts' on a topic. Students can also reach an understanding that in many cases opinions are based on hearsay, incomplete data, stereotypical images and biased 'sound bites' picked up from the media, elders and/or peers.

Since the structure places a lot of responsibility on the discussion leader, I usually spend about 15 minutes with each student going over their mini-lecture and discussion questions in my office a few days before class. During this time the teacher can emphasize the strengths of preparation as well as help them to modify some of the contents of their mini-lectures and discussion questions.

In the second half of each week's class, designated note-takers present four to five-minute summaries of their group's discussion to the entire class. During this time I take notes and usually have time to offer a ten minute general response with my comments and ideas. It seems that a number of students found this most interesting so I would encourage teachers to follow suit!

It is also interesting for students to discover what the other groups focused on within that week's topic and often gives them some insights and ideas for personal consideration or for discussion in their group in the following week, if the points are made at the end of the first week's discussion.

Prior to class I prepare multiple copies of five readings and five URLs that are relevant to the general topic. At the end of the first class discussion on each topic, I give one reading and one Internet URL to each group member to read/research before the next discussion.

I emphasize that it is up to the discussion leader how to utilize this research in the second week's discussion; it can either be made the focus, if or when their focus of discussion is exhausted, or act as supporting information that can be linked to and/or used to 'expand' the area of discussion.

This is my 'contribution' to the topic and a way of guiding their research into less mainstream areas that they may not discover on their own and that I feel are important to consider. For example, with the first topic this semester, Education, the five readings and URLs were concerned with global and holistic education, free schooling, etc.

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A typical ninety minute class period follows the approximate time frame shown in Table 1:


Preparation:                                 5 minutes
Discussion:                              35-40 minutes
Note-taker's prep:                           5 minutes
Note-taker's presentation:              20 -25 minutes
Teacher's comments:                         10 minutes
Distribution of material to 
Discussion Leaders for following week:       5 minutes

Table 1. A typical time frame for an advanced discussion class.

During the note-takers' presentation, I use a timer which beeps after four minutes. Students are allowed to continue for one more minute, if they wish.

In the first class, after going over the course description (Appendix 1) and 'Good Discussion Leader' handout (Appendix 2), I ask students to form the group they will be with during the semester and to decide who will be the discussion leader and note-taker for each of the five topics we will cover in the semester. (Of course, since they do not know what the topic will be, these are just referred to as Topic 1, Topic 2, etc.) They then hand me their completed information and in the second class I give them all a complete list of the class group details showing group member's names and who will be the Discussion Leader and Note-taker for each of the five topics.

Since I always give each group leader two weeks from when they learn of the topic to prepare, it is important for the teacher to have some material prepared for the second and third class of the semester. This year, I prepared my own topic with discussion questions and gave students a chance to be 15-minute discussion leaders and 15-minute note takers/reporters in the second and third class meetings.

Although this is a very challenging class, once students have become used to the structure, realized that there is no 'right or wrong' opinion and found that their peers are tremendously supportive , they really enjoy it.

On the course evaluation sheet, all of the students responded that since the entire class was in English, all of their English skills had been 'greatly' improved. The overall majority also noted that since the topics were chosen by themselves, they felt really interested and involved in the discussions. A common response was that thought the class was 'challenging' and they had to be more active than in their usual classes, hearing their classmates opinions and researching and discussing topics they usually do not talk about was really interesting and a great opportunity. A number wrote that they found it 'exciting' not knowing what the next topic would be and that they spent more time than usual researching for the second discussion so they could contribute well and make the discussion more in-depth and varied.

This semester, students have chosen to discuss education, the environment, discrimination, juvenile delinquency, and religion/spirituality. When discussing education, for example, the discussion leader's chose to focus on topics such as classroom breakdown, drug education, English education in Japan, and how the educational systems in various countries influence their rate of Nobel laureates.

Clearly this is a demanding course that will only succeed with students who are both motivated and eager to participate in focused and meaningful discussions in English. Removing the teacher from an authoritarian role in which he/she becomes more an observer and occasional participant and having the discussion led by student peers enables the group members to relax, share their opinions openly without fearing 'being wrong' and to conduct their discussion in a candid and animated way.

A brief meeting each week between the teacher and each discussion leader is essential, mainly to give the leaders confidence and encouragement. It is also to narrow down some of their discussion questions, which are often too general or abstract. I always tell them, "If you can't understand or answer a question, then don't ask it"!

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Sometimes, leaders are unsure of where they should take the discussion in the second week. I suggest that they recap some of the points discussed in the previous week to see if students have revised their opinions and to remember that now students are 'informed' and aware of what the topic will be for discussion.

I thus advise them to be more like 'facilitators' rather than 'leaders', drawing on the students' research and directly or indirectly relating it to their topic of discussion. Their role is therefore to bring out the information and ideas that group members have discovered through their research during the week and to constantly ask for opinions and remarks on each member's comments.

Maybe the best way to conclude is with a few discussion leader's written comments:

Through this experience of being a discussion leader, I learned the joy of "leading". A discussion leader must be careful of many things like I mentioned before. However, the pleasure of being a discussion leader overcomes any hard work. - Yutaro, Age 19

It was a hard class because I felt I had to join actively more than in a normal class where I just listen to the teacher. But I think not only my English skills but also my knowledge about so many important issues has improved because of this class. - Masami, Age 18

Overall, this was a great class. I think it is what most English classes should be like. You can use your English, learn a lot of things from researching and listening to other people's opinions. Also, you can improve you reading skills by researching the topics. I think I was very lucky to be in this class! - Sachi, Age 18

I think this is a great structure for a class. When you read articles and then have discussion, you are influenced by what you researched. But I think it is important to know your opinion and find out other's when it is not yet influenced by information. - Rumi, Age 19

It was really interesting to see how people's thoughts changed during the discussions and how your own thoughts changed. This made our discussions really alive!. . . I considered so many problems and the causes of the issues. This was like a Sociology class in English! - Takao, Age 18

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Appendix 1: Course Description

Coursework:

This is a student-based discussion class about global and contemporary issues. Students will work in groups led by a discussion leader and share their views, questions and ideas about various global issues. In the second half of each class period, an assigned student reporter will report the main points of their group's discussion to the entire class.

Requirements:

1. Students will work in groups of four or five and will discuss five issues during the semester, spending two class periods on each topic.

2. Each student will be a discussion leader for one topic. (Two classes.) The teacher will inform the group leaders of their topic two weeks ahead of time, so each group leader will have equal preparation time. When preparing to act as the discussion leader, it is each students' responsibility to:

Research the topic, from at least four sources. (Internet sites, magazines, newspapers in both Japanese & English.)
Prepare a short five to ten minute lecture on the topic.
Prepare seven to ten questions to facilitate the discussion. (These will be supplemented by questions from the teacher.)
Submit their sources, outline for their mini-lecture and questions to the teacher in his office on the Monday before the class.

Please note: The above process will be followed for both weeks of discussion on the topic, but in the second week a lecture is not required, unless the leader thinks it is necessary or will be helpful.

3. Each student will be a note-taker/reporter for one topic. (Two classes) Their oral report/summary of the group's discussion (given in the second-half of the class) should be about five minutes in length.

4. Each of the other group members will be expected to research the topic for the second discussion class on each topic, using one source assigned by the teacher and one of their own choice.

Paperwork:

1. Reporters will give their notes to the discussion leader at the end of the second discussion. (Do not forget to write your name)

2. Class members will give their research and readings to the discussion leader at the end of the second discussion. (Do not forget to write your name).

3. Discussion leaders will write an essay (approx. 750-1,000 words) about their experience as a discussion leader, the main points of their discussion and some of the group member's comments during discussion. This will be submitted as part of a package containing: a). Their lecture(s) and sources. b) Their discussion questions. c). The note taker's/reporter's notes. d) Group member's research and readings. e) The above-mentioned essay. The package is due two weeks after leading their second discussion.

Grades:


		1. Discussion Leading:                                     30% 
		2. Note taking/Reporting:                                  20% 
		3. Student preparation for second discussion:              20% 
		4. Discussion Leader's written Report, (750- 1,000 words): 20% 
		5. Attendance and Participation:                           10%

Attendance:

1. When you are a discussion leader, it is essential that you attend both classes. If you have to be absent for any reason, you must contact the teacher and arrange for another student to replace you.

2. When you are a note taker/reporter, it is essential that you attend both classes. If you have to be absent for any reason, you must arrange for another student to replace you.

3. You are expected to come to class on time. Regular lateness will lower your grade.

4. Absence is not an excuse for not being prepared for the following week's discussion.

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Appendix 2: Discussion Leader Handout

(to be given to each student in the first class)

A good discussion leader should . . .

1. Keep the discussion in English!

2. Keep the discussion focused on the specific topic being discussed. 3. Keep everyone focused on the group's discussion. (No side-conversations).

4. Use good judgment as to how long to remain on one point of discussion and when to move to another point. Make sure the discussion neither becomes redundant nor moves too quickly and thus remains superficial.

5. Ask questions that most or all of the students can understand. Be sure questions are neither too general/abstract nor too specific/detailed.

6. Lead the discussion smoothly from one topic to another by making a statement or asking a question that though connected with the previous point changes the course of the discussion. Do not jump from one area to another. Avoid confusing group members.

7. Give students time to respond to comments or questions. (e.g. Discussion leader: "I think A just made an interesting point. B what do you think about A's comment"?)

8. Not allow any one person to take over and dominate the discussion, (know when to politely interrupt and hand the discussion over to another student or change the course of discussion). Also be sure not to dominate the discussion yourself or allow anyone to remain silent and uninvolved.

9. Keep this as a discussion and NOT a debate or argument, making sure that individuals' opinions are respected, even if they are not agreed with by some group member(s).

10. Allow for the note taker to briefly halt the discussion or to ask for the repetition of a specific point, if necessary.

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Appendix 3: Sample Handout for Discussion Leaders

(To be given to all discussion leaders when they are informed of their topic two weeks before it is discussed.)

"Education in Today's Society"

I have deliberately made the topic quite general because I want each of you to decide on what you want your group's discussion to focus on and how the topic can best be discussed in the time you have over the two weeks, (Approximately 80 minutes). Remember, for a good discussion, the area you choose to discuss should not be too general/broad or too specific/limited.

For the first class, I expect you to prepare a 10 minute mini-lecture, about ten discussion questions to guide the flow of the 40 minutes discussion and a list of at least five sources from where you obtained your information and ideas. (These should be brought to my office two days prior to class).

It would also be a good idea if you selected one or two articles from a recent news source to make at least some of your discussion timely. These could be some general articles on education or ones that focus on some specific issues regarding education that you feel needs to be discussed.

Here is some advice about researching this topic. Please consider these points when you are preparing to lead your discussion on this topic:

Identify what area(s) of education you hope to discuss. (This could be stated in your mini-lecture or made clear through some of your discussion questions).

Consider whether you want to focus on Japanese education or on a comparison of Japanese education with the education elsewhere.

Draw on students' experiences, thoughts, opinions and concerns with education either in Japan and/or in other countries. Ask them to consider the similarities and differences in the educational systems.

Do you want to focus on a specific level (junior high school, high school, university) of education OR on the whole field of education?

What are the problems as perceived by students in the educational system here in Japan and/or in other countries. Possible solutions?

Do you want to focus on specific areas of controversy in education, (e.g. school uniforms, cram schools, exams, textbooks, school refusers, excessive competition) or not?

Consider researching on the Internet some of the concerns, responses and alternatives voiced by various educational groups.

Please note: After the first discussion class, I will give you a reading and an Internet URL that will address various aspects of education to consider. I will also be assigning readings and Internet sites to the members of your group to research for the second discussion. Please consider these readings and research areas when guiding the second discussion and allow the time for students to share their findings.

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