Discussion is an exchange of ideas, an examination by argument, comment, or informal debate, especially to explore solutions. Done well, it helps students connect concepts, apply knowledge, and practice disciplinary thinking. When students take an active role in their learning, they move toward higher levels of understanding and critical thinking within the discipline.
Guidelines to Facilitate Group Discussions
- Participation is shared: Discussion involves both listening and speaking. Everyone can—and should—participate.
- Disagree about ideas, not people: It’s fine to challenge viewpoints; keep comments focused on content, not the speaker.
- Practice respect: No name-calling or put-downs.
- Explore, don’t score: The goal is to learn and examine perspectives, not to reach consensus or declare a “right” answer.
- Make it tangible: Use real-life applications to help students connect concepts to practice—discussion is a great vehicle for this.
Instructor tip: Invite students to summarize what they just heard, then ask the speaker whether the summary is accurate. This habit builds active listening, reveals assumptions and biases, and deepens the conversation. Encourage students to pose questions for the group to extend the discussion.
How to Facilitate Class Discussion
To spark participation while maintaining structure, try the Six Thinking Hats exercise. It invites learners to step outside their habitual thinking styles, view issues more objectively, and lowers the personal risk of speaking by assigning clear roles.
Six Thinking Hats Activity
Structured roles • Critical thinking • Collaborative participation
How it works
- Choose a topic. Announce the discussion topic and preparatory materials (readings, videos, etc.). Students arrive ready to assume one of six roles.
- Assign hat roles. Distribute one of six hat colors with instructions for each role. Decide whether everyone adopts the same role together or each person/group takes a different role. Large classes can work in groups of six.
- Time-out check-ins. Pause periodically to reflect on the experiences within each role. Debrief learning about critical thinking progress and disciplinary use of course material. Then either rotate roles or move into a final debrief.
Pro tip: The final debrief is especially powerful after small-group discussions—synthesize across groups to build collective insight.
Note: “Six Thinking Hats” is a framework popularized by Edward de Bono. Adapt roles and directions to your course context.