The discussion began today formally (though last week we had a trial run). Flip charts & markers were used for the first time. Students were asked to identify the values addressed in the three essays assigned from the common reader (This I believe), select the one they preferred as “problem area” and start debating concerns about it, approaches & consequences. Most groups seemed animated, but I noticed the following issues:
- Several groups stopped discussing because they had nothing else to say, they were done! This was particularly obvious in a group that only had three members (because 2 were absent). The observation made me wonder if the groups should have been be larger (6 students). I keep groups small (5 students) for “control” purposes but they may be losing in terms of ideas/contents…
- The method was not being followed in many cases! The facilitators were not writing down everything; conversations were going on while the facilitators was writing; the process of listening-following up was not followed up; some censoring was going on
- We left the class before I met with the facilitators! I totally forgot so there was not follow up with any group. I sent them the peer evaluation form via email to complete. It would help to have a way to assess groups while they are conducting discussions. If I am move around, they look at me and stop as soon as I approach!
- I am concerned that they are not dealing with clear policy-related issues but values in general. When I suggested to some, “think about a specific setting” (to rekindle the discussion about approaches) they became very specific/concrete and simply wanted to outline solutions
- I have a “clownish” student that creates a bit of racket. Although I placed him with a serious group, I wonder if he will impact them adversely…
- I still have to figure out how to connect the reading assignments with the project topic and policy oriented agenda of IF…