AuthorAID Train-the-Trainers Workshop on Teaching Research Writing

1. AuthorAIDTrain-the-Trainers Workshopon Teaching Research Writing Ethiopia November 2011

2. Planning and FacilitatingEffective Discussions Ravi Murugesan AuthorAID Training Coordinator, INASP rmurugesan@inasp.info

3. Introductory Comments • Main topics to be discussed: • Things discussions are and aren’t good for • “Setting the stage” for good discussions • Using questions effectively • Promoting participation in other ways • Other suggestions • Please be thinking of ways that discussion can be used in teaching research writing.

4. Things Discussions Are and Aren’t Good For • Of course, not good for conveying lots of information • Some things discussions are good for: • Helping participants retain material • Helping participants learn to apply material • Letting participants learn from each other’s experiences • Fostering communication skills • Seeing what participants know

5. “Setting the Stage”for Good Discussion • Make the goals of the discussion clear. • Consider how best to assign people to groups. (What are some factors to consider?) • Make sure the participants have enough to discuss. (How could you do this?) • Provide clear instructions: • What should the participants do? • What, if anything, should they produce?

6. “Setting the Stage” (cont) • Create a comfortable atmosphere. • Arrange chairs suitably. • Listen attentively. • Relate to participants as individuals. • Be supportive. Avoid making remarks that could make participants feel that they are not respected.

7. Using Questions Effectively • In addition to asking questions requiring only recall of information, ask questions that require participants to • Show their comprehension • Apply what they know • Analyze • Synthesize • Evaluate

8. Using Questions Effectively (cont) • Word questions clearly. • Ask one question at a time. • After a question, allow enough thinking time. Maybe give time for people to write answers. • Don’t always call on those who raise their hands first. • Ask people to present reasons for answers. • If answers are unclear, ask for clarification.

9. Promoting Participationin Other Ways • If the group is large, break it into subgroups. • Perhaps leave the room for part of the time to facilitate open discussion. • Rather than commenting on every statement, encourage the participants to react to what others say. • Sometimes give participants roles—such as note-taker, summarizer, or discussion leader.

10. Other Suggestions • Monitor the discussion and, if appropriate, make adjustments. • Bring the discussion to closure at the end. (How might you do so?) • If possible, have resource material available (printed, online, or both). • Show that you consider the discussions valuable.

11. Discussion Questions • How (in addition to ways already presented) could you apply the advice about leading discussions to teaching research writing? • What additional suggestions do you have for leading effective discussions? • What questions do you have about planning and leading discussions?

12. Thank you!