Instructions on How to Lead Class Discussion

At some point during the semester, youin conjunction with one other classmatewill have to lead a discussion on some topic associated with the class. Not everyone feels comfortable speaking before groups, and many people do not possess the kind of temperament that allows one to thrive in such circumstances. Nevertheless, a liberal arts college ought to teach you not only how to think, but how to express yourself so you can convey what you have learned to others. Think of this assignment as an opportunity to practice your skills before a friendly group. This class will probably be better disposed toward you than just about any other possible audience imaginable. Relax. As a discussion leader, your role is to synthesize the issues raised by the days readings, critically evaluate the theories or research presented in them and stimulate discussion. Discussion leading is an important part of the course, and a significant part of your grade. Feedback will help you to do the best possible job. To help make this assignment as enjoyable as possible for both you and the class, I've provided some advice below. If you have further questions about this assignment over the course of the semester, please let me know. Part 1: Presentation. This is where you will raise the issues and questions that you want the class discussion to address. Take about 15 minutes to do this. DONT: Use more than 5 min of this time to summarize the reading. Assume that weve all read them. Instead, your presentation should be devoted to your own thoughts about the weeks topic. Evaluate the readings/studies. DO: Point out what you see as important contributions of the reading or any challenging aspects of it. Relate the readings to other readings in the class. Raise unanswered questions and hypotheses. Part 2: Discussion. The rest of class will be devoted to a discussion of the issues you raised, as well as any other issues that come up. Your role at this point is to participate in the discussion and keep it going. This usually isnt hard. It is important to come prepared with a list of several questions to pose to the class. Use these to direct the focus of the class discussion, keep us on topic, and keep everyone involved. CLASS PARTICIPATION Remember above all else that you are leading a discussion. Do not lecture the class. Instead, ask questions. Solicit your classmates' opinions. Try to start an argument. Ask the class questions that will lead it to understand the significance of the reading. In other words, make the class do the work. Realize that class discussions do not always go as plannedand it is not necessarily the fault of those leading that discussion. Life is just like that. If you are well prepared and the class does not catch fire, I will not penalize you.

PLANNING A well-prepared discussion will always go more smoothly than one cobbled together at the last minute. Indeed, planning and preparation will prove more important than just about everything else. When to Start: It is never too early to start. Time will allow you to overcome unforeseen problems. Start looking at the material as soon as possible. You will have to read ahead of schedule to prepare on time. Sources: To prepare for this assignment, you need to read the primary sources associated with your discussion. If you wish to gather more material, however, please feel free to do so. Notes: Take notes as you read the material. Note-taking methods differ from person to person. Choose a system with which you feel comfortable but which also allows you to collect information in a coherent and organized fashion. Synthesizing and Thinking: Undoubtedly, you will think as you read. At a certain point, however, you will have to sift through the materials and notes you have accumulated while thinking about the following questions:

What is my discussion about? What is significant about the event, person, or development I'm discussing? What is relevant to my discussion, and what is not? Time: You will have somewhere around 45 minutes to get your points across. The Audience: Be kind to your audience. You know the materialbut make your information accessible to the people to whom you are speaking. This discussion is also for their benefit. To this end, try to establish a rapport with themhumor, good anecdotes, and other attention-grabbers will help them hold their interest. The Material: Master the material. Know the material. Do not write down a jumble of notes and hope somehow that you will be able to decipher them on the day of your presentation. Write clean, clear notes. Your Partners: Make sure you and your partners are on the same page. You will have to meet with them a number of times before the presentation. A coordinated presentation looks much better than an uncoordinated one.

Preparation: As you begin organizing the discussion, keep the following issues in mind:

The Professor: If you have any questions during this process, please feel free to consult me. Remember, though, that I cannot help you until you have attempted to help yourself. CONTENT As you look down this list, you will see that many of the rules that apply to essays also apply to speaking.

Not Just Description, But Analysis Too: Warm up your classmates by asking them, "what does so-and-so say about such-and-such." But from there, ask them questions that will require analysis. Linking Ideas Together: Figure out how to link the ideas you present to the themes and topics covered in the class as a whole. Moreover, think about how to relate the readings to the larger issues of the course. Conclusion: There is no rule about how to end a discussion. "Uh, I think that's it," is probably not the most effective closing. Try to finish by reminding the class of the significance and consequences of the event under discussion. FORM Try to remember the following suggestions while delivering your presentation:

Speak clearly and audibly. Express some enthusiasm for the topic. If you can, try to exude confidence and authority. Feel free to employ any visual aids you think would enhance your presentation. Do not fidget.

Gimmicks and Shticks: If you think some sort of gimmick will help enliven or enthuse the class, use it. In the past, groups have employed all sorts of shticks: playing Jeopardy, making up games, role-playing, debates, etc. Remember, however, not to allow the gimmick to get in the way of the information you present. After all, this is college. MANDATORY DEADLINES If you have questions about the discussion, you can meet with me whenever you want. You MUST, however, do the following: Two Days before the Discussion: Meet with me to ask any questions you have about your discussion. Arrange a meeting time in class so we can speak about your discussion at a later date in my office. The Day before Your Discussion: Submit your discussion questions (8-10) to prepare the class for the readings associated with your topic (on KATIE)to me when we meet before your discussion. That way, I can look them over and make any necessary suggestions. SELF-EVALUATION After your day is over, write an evaluation of your performance. The evaluation needs to describe how you divided the work and what each member contributed. It needs to provide analysis of what was successful (in your view), and what could have been improved or done differently. Self-evaluations should not be longer than one page and are due the very next day after you lead the class (Monday if your class is on Friday).