ENGLISH & COMMUNICATION
GROUP DISCUSSION
A videotext and student activities
The first part of this document is for teachers/lecturers: it offers some brief suggestions
about using the videotext and contains a series of student activities related to it.
The second part is for students: it provides details of activities to be undertaken in relation to
the videotext and contains record sheets to be used in the course of these activities.
Teacher/Lecturer Guide
in relation to
a videotext on
Group Discussion
English and Communication: Group Discussion – A videotext and student activities
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TOPICS COVERED IN THE VIDEOTEXT
Nine topics – with suggested activities related to group discussion – are covered in this videotext. All
except the first two (preliminary topics/activities) are accompanied by examples of student participation
in group discussion. A tenth topic – Summing up– has been added to the Suggested Activities. This topic
does not feature in the videotext.
Getting started:
Informal chat and formal group discussion: similarities and differences
Preparing:
What is involved in good preparation
Beginning:
Clip 1
Clip 2
Clip 3
Clip 4
Clip 5
Clip 6
Clip 7
Legalisation of Drugs
Romeo and Juliet – Fr. Lawrence’s responsibility?
Measure for Measure – cardboard characters?
School Performance – boys v. girls
Burns’s Poetry – its relevance today?
Public Figures and Private Lives
Violence in Films – is it justifiable?
Discussing:
Clip 1
Clip 2
Clip 3
Clip 4
Clip 5
Clip 6
Clip 7
Legalisation of Drugs
Public Figures and Private Lives
Abortion – pros and cons
School Improvements
Violence in Society
Homecoming – what is McIlvanney’s short story really about?
Burns’s Poetry – its relevance today?
Interacting:
(Silent ‘fast-forward’ clips)
Clip 1 Privacy Law – pros and cons
Clip 2 Abortion – pros and cons
Clip 3 Legalisation of Drugs
Clip 4 Violence in Films – is it justifiable?
Role of Chair:
Clip 1
Clip 2
Clip 3
Clip 4
MacCaig’s Poetry
Violence in Society
The Monarchy – pros and cons
Public Figures and Private Lives
Ending:
Clip 1
Clip 2
Clip 3
Clip 4
Clip 5
Clip 6
Romeo and Juliet – Fr. Lawrence’s responsibility?
Public Figures and Private Lives
The Great Gatsby
Stevie Smith’s Poetry
MacCaig’s Poetry
Violence in Films – is it justifiable?
Complete Discussion:
Transcripts:
Is Britain still Great?
Clip 1
Clip 2
Scottish Parliament – pros and cons
Homecoming – what is McIlvanney’s short story really about?
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USING THE VIDEOTEXT
The following notes and the accompanying videotext are designed to contribute to (not to
replace) the formative work of teachers/lecturers in developing the group discussion skills of their
students. The advice offered and the activities suggested have been kept to a minimum: firstly, in
order to make the package easy to use – either in its entirety or in its individual parts; secondly,
in order to make it suitable for integration into existing programmes of work – with or without
adaptation or expansion.
The videotext may serve a variety of purposes, for example:
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to emphasise to students the importance of group discussion to their own personal, social,
educational and vocational aspirations
to stimulate their interest in its essential dynamics
to provide them with knowledge of its conventions
to focus in detail on some of its key features
to reinforce understanding of the skills required for effective participation
to clarify the performance criteria
to allow for practice and progressive skills development
to offer opportunities for individual and group evaluation.
It may also be used in a variety of ways, for example:
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by working through it stage by stage with a whole class, interspersing classroom viewing and
discussion with prescribed (or agreed) individual and group activities
by targeting particular strands or features in response to known or demonstrated student
strengths and weaknesses
by highlighting the participation of some of the individual students featured on the videotext
who demonstrate skill over a range of required criteria.
Whatever approach is taken, the central activity (and the central learning and teaching
methodology) will always be group discussion itself.
Teachers/lecturers should use the materials provided with discretion. Although they are
essentially generic and, in theory, could be used to contribute to the development of group
discussion skills at all levels, the nature of the exemplification on the videotext will probably prove
more relevant to Intermediate 2 and Higher than to other levels.
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SUGGESTED ACTIVITIES
In all of the following activities, students should be encouraged to maintain a
personal record of work. Two record sheets (one ‘Individual’, the other ‘Group’) are
provided for each activity – to be used by students as and when appropriate.
Activity – Getting started
This activity is designed to serve as a brief starting-point for more specific (and
more intensive) study of (and practice in) group discussion. Students should also find it
useful as an introduction to ways of making effective use of the individual and group
record sheets provided.
On your own, think about, and note in columns 1 and 2 of Table 1(a), some of the
distinguishing characteristics of an informal chat among friends and a formal group discussion. In
column 3, list some of the features they have in common.
In groups, discuss the notes you have made, amending them as your discussion proceeds.
Make a personal record, in Table 1(b), of the conclusions reached by your group.
Activity – Preparing
In this activity, it would be advisable to ensure that both text-based and issuebased topics are covered within each discussion group so that all students may explore the
differing implications for preparation.
On your own, choose either a discussion point for a text (or texts) you have read or a particular
issue that interests you.
Think about, and note in Table 2(a) how you would go about preparing to participate in the
discussion, both as a group member and as Chair. (You may want to think about, for example,
background information you may need and how you would obtain it, your stance towards the
topic, your responsibilities as a member of the group, or as Chair...etc.)
In groups, compare and discuss what you have noted about the essential features of preparation
for both kinds of discussion, amending the notes you have made as the discussion proceeds.
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Make a personal record, in Table 2(b), of what you need to keep in mind when preparing for
group discussion.
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Activity – Beginning
Students should be encouraged to make notes in Table 3(a) during the viewing of
the seven videotext clips exemplifying beginnings. A second viewing would allow for more
informed ranking and justification prior to group and class discussion.
Look carefully at the seven videotext clips exemplifying beginnings. Note your initial
impressions in Table 3(a).
In groups, agree on and justify an order of effectiveness for the clips, ranking them from
1 to 7 (1 being the most effective). If necessary, amend your own individual notes in the light of
your discussion.
Group leaders outline their group’s conclusions to the whole class.
You may find that there is no consensus (and there is no ‘right’ answer). However, in the light of
these reports, discuss as a class ‘What makes for a good beginning?’
Taking into account the videotext clips you have studied in this section (and the points raised in
group and class discussion), complete Table 3(b).
In groups, choose one or more of the topics from the clips. Each of you take a turn as Chair to
open the discussion.
Activity – Discussing
Students should re-visit the Group Discussion Performance Criteria before
viewing the seven clips featured in this section of the videotext. A second viewing will
almost certainly be required.
Look carefully at the seven videotext clips exemplifying ways of discussing. Complete the
Positive Features column for Table 4(a). Where you think it’s appropriate, make notes in the
Constructive Criticisms column.
In groups, compare notes, amending your own individual notes (if necessary) in the light of your
discussion.
As a class, discuss some examples of your Constructive Criticisms.
Taking into account the clips you have studied in this section of the videotext (and the points
raised in group and class discussion), complete Table 4(b).
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Activity – Interacting
This section of the videotext clips is presented in ‘fast-forward’ and without
sound. Students are asked to focus on individual participants – A, B, C, or D – from left
to right as the class views them.
As you view the clips, concentrate on the body language of the interaction that takes place.
For those students you are asked to focus on, make brief notes in Table 5(a).
In groups, discuss, and note in Table 5(b), what you think are the significant features of their
interaction.
Take 10 minutes to prepare as a group for a two-minute ‘silent’ group discussion (not in ‘fastforward’!) in which all members try to convey, by body language alone, their roles within the
group, their relationships and their interactions with others. Conduct your ‘discussion’ before
the rest of the class, who will comment on what they see.
Activity – Role of Chair
At some stage of their preparation, all students should have the opportunity to act
as Chair of a group discussion.
Look carefully at this section of four videotext clips.
Decide what the Chair is doing in clips 1 and 2. Identify positive and negative features of
chairmanship in clips 3 and 4.
Use Table 6(a) for your individual, preliminary views. Use Table 6(b) for conclusions reached
after discussion within your group.
Activity – Ending
A second viewing of this section of the videotext will almost certainly be required
– as will significant teacher/lecturer input into the suggested class discussion.
In Table 7(a), note the positive features of the endings of the six discussions featured in this
section of the videotext. Include constructive criticisms as you see fit.
Use your notes to discuss as a class ways of drawing a group discussion to a close.
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Taking into account the clips you have studied in this section of the videotext (and the points
raised in class discussion), complete Table 7(b).
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Activity – Complete Discussion
The complete discussion (‘Is Britain still Great?’) featured on the videotext may
be substituted by any other discussion which teachers/lecturers deem more appropriate.
The showing, at this point, of a complete group discussion should be for the purpose of
general illustration rather than detailed analysis.
In groups or as a class, discuss some of the lessons that may be learned from the complete
group discussion you have just viewed. Make a brief note of the main conclusions of the group
or class in Table 8(a) in terms of the Group Discussion Performance Criteria.
N.B. You should not attempt to analyse in detail the participation of each individual student.
Look for general features from which lessons may be learned.
If you have worked your way through the videotext and the associated activities, you have
looked closely at a range of the skills required for effective group discussion. In this activity, you
have the chance to use them all in a practical context.
If you have video-recording equipment, you should use it so that you can re-visit what you have
done and evaluate it.
• Prepare for a group discussion on an issue or literary topic of your choice.
• Record your notes in Table 8(b) – the Individual Record of Preparation Sheet.
• Conduct the discussion in front of the class.
The class should evaluate the effectiveness of each discussion, and offer suggestions for
improvement. If you have made a video-recording, use it in your group to examine the strengths
and weaknesses of your own discussion.
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Activity – Transcripts
For this activity, students may need some input on ‘linguistic markers’.
This activity is mainly about the language of group discussion. You may find it useful as a
means of reflecting on your own oral skills in the context of group discussion.
First, read through Transcript 1 and Transcript 2 (provided in the Appendix at the end of these
Activities). With reference to the Performance Criteria for Group Discussion, identify and note
(in Table 9(a) for Transcript 1 and Table 9(b) for Transcript 2) the linguistic markers that point
to the nature of individual contributions. You should, for example, look for markers of –
questioning, agreeing, expanding, refuting, etc. From your analysis of each transcript, make a
preliminary evaluation of the contribution of individual students. Discuss your findings with
your group or with the class.
Next, view each of the actual group discussions from which the transcripts were made and
review your findings in the light of what you see and hear.
Finally, discuss the differences and similarities you find between the discussion of an issue
(Transcript 1) and the discussion of a text (Transcript 2).
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Activity – Summing up
Teachers/lecturers will have their own ideas about drawing together their
students’ understanding of the requirements of group discussion and providing them, for
example, with checklists. The value of the following activity lies in its essentially inductive
nature. One suggested way of completing such a table is provided below. However, in
completing their own tables students should be encouraged:
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to begin with what matters to them
to share their individual insights
to acknowledge and learn from the insights of others
to recognise and respect the stated performance criteria.
This activity is designed to give you the opportunity to sum up what you have so far learned
about participating effectively in group discussion.
In groups, discuss the main qualities required of an effective group member and note the
conclusions of your group in Table 10. The table allows for ten main qualities to be identified.
Try to complete all ten. The first one is started for you.
An effective group member:
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listens carefully to/reads instructions and fully understands the purpose of the
discussion;
asks if he/she does not understand what is required of the group;
helps the group to understand and achieve the task;
speaks clearly and audibly, but not excessively;
skilfully (using tone, expression and eye-contact/body language) puts forward
considered ideas and supports these with evidence;
listens to the ideas of others in the group and comments on them tactfully and
supportively;
involves and supports other group members by acknowledging, summarising,
expanding, clarifying, questioning;
in class or as homework, self-assesses and records targets for improvement, or
assesses supportively another member of the group;
shows awareness of other points of view and responds to these respectfully;
demonstrates a sound grasp of the details of the topic and an ability to shape the
group’s interaction.
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APPENDIX: Transcripts 1 and 2
Transcript 1: Scottish Parliament – pros and cons
C
They’ve told us they’re going to improve almost every area of - erm - Scottish life.
B
Hm-hm.
C
But are they not just doing the same job that the Scottish Office were doing previously?
Are we not just - um - electing {new parliament to do the same job that someone’s
already doing?
A
{Yes, exactly.
E
{I think so, yeah.
E
Well, without making redundancy at all so we just…Scottish taxpayer is just paying
more money to fund something which is already in operation currently.
C
That’s another issue about the tax. Um, do you think that it’s a good thing that they
should have the powers to raise our tax?
E
Not really. Because they’re promising to do so many things, they’re going to have to get
the money from somewhere. {So they’ll be raising taxes.
C
{Uh-huh.
B
But if the taxes that we’re paying...that are going down to England as it is - if they’re redirected and they’re going into Scotland, surely they won’t need to raise the taxes...Even
if they do, it’s ...
C
Yeah, if they do raise taxes. I mean ...
B
It’s not going to be drastic.
C
Yeah. A couple of pence on our tax for a better - em - health system and an education
system. I - in my opinion - that’s enough to sacrifice, I think.
B
I - I’d have to agree there.
D
{But the ...
E
{The cost ...
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D
The question is if the MPs that we already know as good Scottish MPs, successful
Scottish MPs, who are already in Westminster - I mean I doubt that they’ll want to give
up their jobs in London to come and settle for working within Scotland where they’ll,
you know, they’ll have less publicity for themselves, probably not as well paid as they
would be in Westminster.
C
But perhaps it would persuade - em -new, successful MPs who perhaps live in Scotland
and aren’t able to go down to Westminster but would {perhaps like to
B
{What?
C
- erm - have a job as an MP but can’t because of inaccessibility - erm - having to travel
down to London all the time.
B
Also a good - um -member of parliament shouldn’t be looking for the amount of
publicity that they’re going to get or - erm - of course their salaries are going to come
into it - um - but it would get more people - um - even from Westminster if there are true
Scots down there who want to - erm - who want to make their country a better place,
then surely they will want to come {up to a Scottish Parliament.
D
D
{Yeah.
I suppose it would help women MPs in Scotland too {because if they can -
C
D
{Yeah.
- probably manage family life - erm - a lot
C
{easier than if they have to travel.
{Yeah.
D
Uh-hm. Yeah.
E
So would it not be the case that they make the MPs which lost their seats from the last
election. The major political parties will put their - them up for {seats for the
C
{second place
E
Scottish Parliament just so they get jobs - to keep them involved with the politics.
C
That’s possible.
B
That’s a possibility, yes.
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C
Um, what do you think about its location in Edinburgh - erm, about it - em -being
located next to Holyrood Palace which, to me, seems a bit of a contradiction because
Holyrood Palace is a big symbol of our unity with England and - er - how we lived
together and everything. And now we’re going to put the Scottish Parliament right next
to it, {you know, saying we want freedom, we want to be liberated and everything.
B
{Hm. Yeah. I think there is fault there. Also erm - the fact that they’re going to - um - build a whole new building from
scratch - erm - when there are other buildings in the city ...
C
Like on Calton Hill?
B
Exactly. Erm, which could be used - erm - without requiring as much money -
D
Yeah, I think ...
B
- or without starting from scratch.
D
Yeah. I think the reason they’ve put it there beside Holyrood Palace and all these other
buildings of interest is kind of as - I don’t know - a tourist attraction like - um Parliament is - erm - in London. And it just adds to, you know...
C
Edinburgh’s tourist
D
C
{business. It’s going to improve it, isn’t it? People might
{Yeah.
- come to visit it. But one criticism that I would have to make of the Scottish Parliament
is that - erm - although they say they have these powers, the power actually lies in
Westminster, because if - erm - the Scottish Parliament decide to pass a Bill on any
issue - if those down in London decide that they’re not happy with it, they have the
power, the overall power, to over-rule it.
{So,
B
{Yeah.
C
- surely - erm - if we really do want - erm - devolution, if we want to be freed, I don’t
know if that’s, you know, if that could bring up a complete new argument.
E
Surely independence is impractical, seeing as there’s so many ties between Scotland and
England {such as the army.
C
{Well, that’s what I think. Yeah. I think that, erm ...I
think that - erm - Scotland having devolution is going to cause great problems. I think it
could - in maybe not the near future - but it could cause, you know, civil war. It’s going
to - erm - it’s going to really cause...tension.
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B
C
I would have to interrupt you there. I don’t agree. How can it? How...How is a
parliament in Scotland for Scottish people going to cause civil war?
{Who
are you talking about war between?
{Well, because it’s encouraging - erm - {you know this, this...
D
{Yeah. The divide. It’s encouraging the divide.
C
Yeah, it is. And there’s tension between English and Scottish. And already, you know,
already there’s feuding between the two countries. and to try and separate them, and for
Scotland to say, oh, you know, “We don’t need you England, we’re fine on our own.” It’s going
to just widen the separation until it’s a gaping hole, {and then {that can lead to
{that can lead to, can lead to physical [violence?
B
{But
D
{Yeah.
B
{But - but you’ve just said...
E
And Scotland are not actually going to be able to cope on their own because taxes will
rise because it’s a more rural community, and they will need more
{money to fund things.
D
{Yeah. And there aren’t enough people
to support a whole, a whole country because Scotland has a very tiny population.
B
But we’re not talking here about cutting off all our links with England.
E
{What’s the...?
C
No. It’s just a possibility. Do you not think that that could develop? I think that...
E
{What’s the...? ’Cos what’s the purpose of the Scottish Parliament if it’s not a step
towards independence?
B
The Scottish... the Scottish Parliament is to get Scottish people’s views heard in
Westminster.
E
Surely, they can just tell their MPs then?
B
No. It doesn’t always work like that. {And it hasn’t.
A
{Scottish people...
E
Well, surely, why will the Scottish Parliament work then?
B
Because it will...
C
It gives them much more of a voice, doesn’t it?
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B
Yeah.
A
Scottish people have already got representation in parliament. So why do they need to
go and have their own {parliament?
C
Because, because they need more. We need more representation. We’re often
forgotten. We need, you know, more - you need power and publicity for Scotland.
D
But I don’t think that’s true, because if you see that in Westminster, there are actu... - in
the House of Commons there are more Scots than is representative of the number of
Scots in Britain.
C
Hm-hm.
D
I mean it’s not like women MPs, how there’s, there are less women MPs than there
should be. But there are actually more Scots than is fair if you were to divide it –
C
{Yeah.
D
- out like that.
C
Hm-hm.
D
And - um - I believe that - erm - that, you know, you should, you should really try and erm - just keep it in perspective. And the whole reason that - erm - this Scottish
Parliament has come about is because all the, all the, Scots have been fed with this
Braveheart thing about how Scotland {should be
C
D
{Yeah.
- by itself, and how it’s been hard done by. But I don’t see how Scotland’s been hard
done by at the moment.
END OF TRANSCRIPT 1
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Transcript 2: Homecoming – what is McIlvanney’s short story really about?
C
I think that’s the definite impression I get from the, from the short...em...from the extract
is that although it’s entitled Homecoming
{it’s...
D
{Hm - hm.
C
...it seems to be very kind of related to ‘home is where the heart is’ or, in fact, it even
challenges that and says maybe it’s not...
{Maybe...home is where you can’t
escape
D
{Hm - hm...Yeah, I get the
feeling - yeah, I get the feeling that she really doesn’t want to go home. She’s
uncomfortable with going back. She’s not excited. She seems almost bored on the train
before she meets Tom.
C
Yeah. I mean the character Fran - I definitely get the impression that she’s quite a cold
character and she
{doesn’t easily warm to strangers. But I think Tom -
D
A
{Yeah.
I’d say more shy than cold.
C
{Hm.
B
{Hm-hm.
A
I’m not sure. I think maybe cold’s maybe a bit, a bit severe.
C
Although, would...would, would a shy character, like…answer questions
{the sharp, -
B
{Hm-hm.
D
{Yeah.
C
- the sharp way that she does?
D
And would a shy character be a journalist too? I mean journalists are -
B
Hmm.
A
Well, you never know.
D
- inquisitive... and forward.
B
I think, I think it is that she’s - er - more, she’s a cold person -
C
An’ it’s Tom -
[General agreement.]
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A
I think you’re actually right. I think that’s a ...
[Snorts from B and C.]
C
And that Tom’s, I think, perhaps, Tom’s forward, kind of extrovert nature that draws,
that draws her out of herself. And -
A
Hmm.
B
It’s just, it’s just like a difference of personalities and they, you know, they form this
relationship.
D
Yeah. I think the fact that they’re, they’re both intrigued with one another. I think they,
they both find each other’s personality interesting.
C
And the two conflicting personalities, opposite. You’ve got the idea of opposites
attract.
D
Yeah.
B
Hmm.
C
And - erm - like Tom, the extrovert, and Fran, the cold character. It’s the idea of the
romance that could blossom between the two.
A
{Yeah.
B
{Hmm.
A
It’s, like, ambiguous at the end of this extract, whether the two are going to -
B
{Well, I -
C
{Proceed with the relationship. I think -
B
I think it’s saying - I think one
of the points it makes at the end is it won’t happen. Y’ know, that train journey - that
was it. It’s just such an anti-climax when she comes off -
D
Yeah. Well -
B
- and sees her parents. And because of that, she’s brought back down to reality, and
she knows that it’s not going to happen.
D
Their, their short-lived relationship is brought to an end by the introduction of her
parents. I think they just bring it to a stop, basically.
[General agreement.]
C
Do you think the parents play an important role in this extract?
[General agreement.]
END OF TRANSCRIPT 2
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Student Activities
in relation to
a videotext on
Group Discussion
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Activity – Getting started
On your own, think about, and note in columns 1 and 2 of Table 1(a), some of the
distinguishing characteristics of an informal chat among friends and a formal group discussion. In
column 3, list some of the features they have in common.
In groups, discuss the notes you have made, amending them as your discussion proceeds.
Make a personal record, in Table 1(b), of the conclusions reached by your group.
Table 1(a): Individual Record Sheet
Column 1
Chat
Column 2
Group Discussion
Column 3
Features in Common
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Table 1(b): Group Record Sheet
Column 1
Chat
Column 2
Group Discussion
Column 3
Features in Common
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Activity – Preparing
On your own, choose either a discussion point for a text (or texts) you have read or a particular
issue that interests you.
Think about, and note in Table 2(a) how you would go about preparing to participate in the
discussion, both as a group member and as Chair. (You may want to think about, for example,
background information you may need and how you would obtain it, your stance towards the
topic, your responsibilities as a member of the group, or as Chair...etc.)
In groups, compare and discuss what you have noted about the essential features of preparation
for both kinds of discussion, amending the notes you have made as the discussion proceeds.
Make a personal record, in Table 2(b), of what you need to keep in mind when preparing for
group discussion.
Table 2(a): Individual Record Sheet
Group member
Chair
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Table 2(b): Group Record Sheet
Group member
Chair
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Activity – Beginning
Look carefully at the seven videotext clips exemplifying beginnings. Note your initial
impressions in Table 3(a).
In groups, agree on and justify an order of effectiveness for the clips, ranking them from 1 to 7
(1 being the most effective). If necessary, amend your own individual notes in the light of your
discussion.
Group leaders outline their group’s conclusions to the whole class.
You may find that there is no consensus (and there is no ‘right’ answer). However, in the light of
these reports, discuss as a class ‘What makes for a good beginning?’
Taking into account the videotext clips you have studied in this section (and the points raised in
group and class discussion), complete Table 3(b).
In groups, choose one or more of the topics from the clips. Each of you take a turn as Chair to
open the discussion.
Table 3(a): Individual Record Sheet
Clip No.
1
Rank
Justification
2
3
4
5
6
7
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Table 3(b): Group Record Sheet
Clip No.
1
Rank
Justification
2
3
4
5
6
7
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Activity – Discussing
Look carefully at the seven videotext clips exemplifying ways of discussing. Complete the
Positive Features column for Table 4(a). Where you think it’s appropriate, make notes in the
Constructive Criticisms column.
In groups, compare notes, amending your own individual notes (if necessary) in the light of your
discussion.
As a class, discuss some examples of your Constructive Criticisms.
Taking into account the clips you have studied in this section of the videotext (and the points
raised in group and class discussion), complete Table 4(b).
Table 4(a): Individual Record Sheet
Clip No.
1
Positive Features
Constructive Criticism
2
3
4
5
6
7
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Table 4(b): Group Record Sheet
Clip No.
1
Positive Features
Constructive Criticism
2
3
4
5
6
7
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Activity – Interacting
As you view the clips, concentrate on the body language of the interaction that takes place.
For those students you are asked to focus on, make brief notes in Table 5(a).
In groups, discuss, and note in Table 5(b), what you think are the significant features of their
interaction.
Take 10 minutes to prepare as a group for a two-minute ‘silent’ group discussion (not in ‘fastforward’!) in which all members try to convey, by body language alone, their roles within the
group, their relationships and their interactions with others. Conduct your ‘discussion’ before
the rest of the class, who will comment on what they see.
Table 5(a): Individual Record Sheet
Clip No.
1
Students
A
Brief Notes
C
2
A
B
C
D
3
A
B
C
D
4
A
C
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Table 5(b): Group Record Sheet
Clip No.
1
Students
A
Significant Features of Interaction
C
2
A
B
C
D
3
A
B
C
D
4
A
C
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Activity – Role of Chair
Look carefully at this section of four videotext clips.
Decide what the Chair is doing in clips 1 and 2. Identify positive and negative features of
chairmanship in clips 3 and 4.
Use Table 6(a) for your individual, preliminary views. Use Table 6(b) for conclusions reached
after discussion within your group.
Table 6(a): Individual Record Sheet
Clip No.
1
What the Chair is doing
2
Clip No.
3
Positive Features
Negative Features
4
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Table 6(b): Group Record Sheet
Clip No.
1
What the Chair is doing
2
Clip No.
3
Positive Features
Negative Features
4
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Activity – Ending
In Table 7(a), note the positive features of the endings of the six discussions featured in this
section of the videotext. Include constructive criticisms as you see fit.
Use your notes to discuss as a class ways of drawing a group discussion to a close.
Taking into account the clips you have studied in this section of the videotext (and the points
raised in class discussion), complete Table 7(b).
Table 7(a): Individual Record Sheet
Clip No.
1
Positive Features
Constructive Criticism
2
3
4
5
6
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Table 7(b): Group Record Sheet
Clip No.
1
Positive Features
Constructive Criticism
2
3
4
5
6
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Activity – Complete Discussion
In groups or as a class, discuss some of the lessons that may be learned from the complete
group discussion you have just viewed. Make a brief note of the main conclusions of the group
or class in Table 8(a) in terms of the Group Discussion Performance Criteria.
N.B. You should not attempt to analyse in detail the participation of each individual student.
Look for general features from which lessons may be learned.
If you have worked your way through the videotext and the associated activities, you have
looked closely at a range of the skills required for effective group discussion. In this activity, you
have the chance to use them all in a practical context.
If you have video-recording equipment, you should use it so that you can re-visit what you have
done and evaluate it.
• Prepare for a group discussion on an issue or literary topic of your choice.
• Record your notes in Table 8(b) – the Individual Record of Preparation Sheet.
• Conduct the discussion in front of the class.
The class should evaluate the effectiveness of each discussion, and offer suggestions for
improvement. If you have made a video-recording, use it in your group to examine the strengths
and weaknesses of your own discussion.
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Table 8(a): Group Record Sheet of Lessons from Complete Discussion
Content of Contributions
Expression
Response to Other Points of View
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Table 8(b): Individual Record of Preparation Sheet
Purpose of the group discussion
Main aspects of topic/text(s) to be dealt with
Important details
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Table 8(b): Individual Record of Preparation Sheet (continued)
Useful examples/illustrations
Possible questions
Points to keep in mind about my own role (Member/Chair/Stance/Manner …etc.)
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Activity – Transcripts
This activity is mainly about the language of group discussion. You may find it useful as a
means of reflecting on your own oral skills in the context of group discussion.
First, read through Transcript 1 and Transcript 2 (provided in the Appendix at the end of these
Activities). With reference to the Performance Criteria for Group Discussion, identify and note
(in Table 9(a) for Transcript 1 and Table 9(b) for Transcript 2) the linguistic markers that point
to the nature of individual contributions. You should, for example, look for markers of –
questioning, agreeing, expanding, refuting, etc. From your analysis of each transcript, make a
preliminary evaluation of the contribution of individual students. Discuss your findings with
your group or with the class.
Next, view each of the actual group discussions from which the transcripts were made and
review your findings in the light of what you see and hear.
Finally, discuss the differences and similarities you find between the discussion of an issue
(Transcript 1) and the discussion of a text (Transcript 2).
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Table 9(a): Transcript 1
Notes (from transcript) of linguistic markers
Preliminary evaluation (based on transcript)
Final evaluation (after viewing)
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Table 9(b): Transcript 2
Notes (from transcript) of linguistic markers
Preliminary evaluation (based on transcript)
Final evaluation (after viewing)
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Activity – Summing up
This activity is designed to give you the opportunity to sum up what you have so far learned
about participating effectively in group discussion.
In groups, discuss the main qualities required of an effective group member and note the
conclusions of your group in Table 10. The table allows for ten main qualities to be identified.
Try to complete all ten. The first one is started for you.
Table 10: Group Record Sheet
An effective group member:
• listens carefully to/reads instructions and fully understands…
•
•
•
•
•
•
•
•
•
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APPENDIX: Transcripts 1 and 2
Transcript 1: Scottish Parliament – pros and cons
C
They’ve told us they’re going to improve almost every area of - erm - Scottish life.
B
Hm-hm.
C
But are they not just doing the same job that the Scottish Office were doing previously?
Are we not just - um - electing {new parliament to do the same job that someone’s
already doing?
A
{Yes, exactly.
E
{I think so, yeah.
E
Well, without making redundancy at all so we just…Scottish taxpayer is just paying
more money to fund something which is already in operation currently.
C
That’s another issue about the tax. Um, do you think that it’s a good thing that they
should have the powers to raise our tax?
E
Not really. Because they’re promising to do so many things, they’re going to have to get
the money from somewhere. {So they’ll be raising taxes.
C
{Uh-huh.
B
But if the taxes that we’re paying...that are going down to England as it is - if they’re redirected and they’re going into Scotland, surely they won’t need to raise the taxes...Even
if they do, it’s ...
C
Yeah, if they do raise taxes. I mean ...
B
It’s not going to be drastic.
C
Yeah. A couple of pence on our tax for a better - em - health system and an education
system. I - in my opinion - that’s enough to sacrifice, I think.
B
I - I’d have to agree there.
D
{But the ...
E
{The cost ...
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D
The question is if the MPs that we already know as good Scottish MPs, successful
Scottish MPs, who are already in Westminster - I mean I doubt that they’ll want to give
up their jobs in London to come and settle for working within Scotland where they’ll,
you know, they’ll have less publicity for themselves, probably not as well paid as they
would be in Westminster.
C
But perhaps it would persuade - em -new, successful MPs who perhaps live in Scotland
and aren’t able to go down to Westminster but would {perhaps like to
B
{What?
C
- erm - have a job as an MP but can’t because of inaccessibility - erm - having to travel
down to London all the time.
B
Also a good - um -member of parliament shouldn’t be looking for the amount of
publicity that they’re going to get or - erm - of course their salaries are going to come
into it - um - but it would get more people - um - even from Westminster if there are true
Scots down there who want to - erm - who want to make their country a better place,
then surely they will want to come {up to a Scottish Parliament.
D
D
{Yeah.
I suppose it would help women MPs in Scotland too {because if they can -
C
D
{Yeah.
- probably manage family life - erm - a lot
C
{easier than if they have to travel.
{Yeah.
D
Uh-hm. Yeah.
E
So would it not be the case that they make the MPs which lost their seats from the last
election. The major political parties will put their - them up for {seats for the
C
{second place
E
Scottish Parliament just so they get jobs - to keep them involved with the politics.
C
That’s possible.
B
That’s a possibility, yes.
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C
Um, what do you think about its location in Edinburgh - erm, about it - em -being
located next to Holyrood Palace which, to me, seems a bit of a contradiction because
Holyrood Palace is a big symbol of our unity with England and - er - how we lived
together and everything. And now we’re going to put the Scottish Parliament right next
to it, {you know, saying we want freedom, we want to be liberated and everything.
B
{Hm. Yeah. I think there is fault there. Also erm - the fact that they’re going to - um - build a whole new building from
scratch - erm - when there are other buildings in the city ...
C
Like on Calton Hill?
B
Exactly. Erm, which could be used - erm - without requiring as much money -
D
Yeah, I think ...
B
- or without starting from scratch.
D
Yeah. I think the reason they’ve put it there beside Holyrood Palace and all these other
buildings of interest is kind of as - I don’t know - a tourist attraction like - um Parliament is - erm - in London. And it just adds to, you know...
C
Edinburgh’s tourist
D
C
{business. It’s going to improve it, isn’t it? People might
{Yeah.
- come to visit it. But one criticism that I would have to make of the Scottish Parliament
is that - erm - although they say they have these powers, the power actually lies in
Westminster, because if - erm - the Scottish Parliament decide to pass a Bill on any
issue - if those down in London decide that they’re not happy with it, they have the
power, the overall power, to over-rule it.
{So,
B
{Yeah.
C
- surely - erm - if we really do want - erm - devolution, if we want to be freed, I don’t
know if that’s, you know, if that could bring up a complete new argument.
E
Surely independence is impractical, seeing as there’s so many ties between Scotland and
England {such as the army.
C
{Well, that’s what I think. Yeah. I think that, erm ...I
think that - erm - Scotland having devolution is going to cause great problems. I think it
could - in maybe not the near future - but it could cause, you know, civil war. It’s going
to - erm - it’s going to really cause...tension.
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B
C
I would have to interrupt you there. I don’t agree. How can it? How...How is a
parliament in Scotland for Scottish people going to cause civil war?
{Who
are you talking about war between?
{Well, because it’s encouraging - erm - {you know this, this...
D
{Yeah. The divide. It’s encouraging the divide.
C
Yeah, it is. And there’s tension between English and Scottish. And already, you know,
already there’s feuding between the two countries. and to try and separate them, and for
Scotland to say, oh, you know, “We don’t need you England, we’re fine on our own.” It’s going
to just widen the separation until it’s a gaping hole, {and then {that can lead to
{that can lead to, can lead to physical [violence?
B
{But
D
{Yeah.
B
{But - but you’ve just said...
E
And Scotland are not actually going to be able to cope on their own because taxes will
rise because it’s a more rural community, and they will need more
{money to fund things.
D
{Yeah. And there aren’t enough people
to support a whole, a whole country because Scotland has a very tiny population.
B
But we’re not talking here about cutting off all our links with England.
E
{What’s the...?
C
No. It’s just a possibility. Do you not think that that could develop? I think that...
E
{What’s the...? ’Cos what’s the purpose of the Scottish Parliament if it’s not a step
towards independence?
B
The Scottish... the Scottish Parliament is to get Scottish people’s views heard in
Westminster.
E
Surely, they can just tell their MPs then?
B
No. It doesn’t always work like that. {And it hasn’t.
A
{Scottish people...
E
Well, surely, why will the Scottish Parliament work then?
B
Because it will...
C
It gives them much more of a voice, doesn’t it?
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B
Yeah.
A
Scottish people have already got representation in parliament. So why do they need to
go and have their own {parliament?
C
Because, because they need more. We need more representation. We’re often
forgotten. We need, you know, more - you need power and publicity for Scotland.
D
But I don’t think that’s true, because if you see that in Westminster, there are actu... - in
the House of Commons there are more Scots than is representative of the number of
Scots in Britain.
C
Hm-hm.
D
I mean it’s not like women MPs, how there’s, there are less women MPs than there
should be. But there are actually more Scots than is fair if you were to divide it –
C
{Yeah.
D
- out like that.
C
Hm-hm.
D
And - um - I believe that - erm - that, you know, you should, you should really try and erm - just keep it in perspective. And the whole reason that - erm - this Scottish
Parliament has come about is because all the, all the, Scots have been fed with this
Braveheart thing about how Scotland {should be
C
D
{Yeah.
- by itself, and how it’s been hard done by. But I don’t see how Scotland’s been hard
done by at the moment.
END OF TRANSCRIPT 1
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Transcript 2: Homecoming – what is McIlvanney’s short story really about?
C
I think that’s the definite impression I get from the, from the short...em...from the extract
is that although it’s entitled Homecoming
{it’s...
D
{Hm - hm.
C
...it seems to be very kind of related to ‘home is where the heart is’ or, in fact, it even
challenges that and says maybe it’s not...
{Maybe...home is where you can’t
escape
D
{Hm - hm...Yeah, I get the
feeling - yeah, I get the feeling that she really doesn’t want to go home. She’s
uncomfortable with going back. She’s not excited. She seems almost bored on the train
before she meets Tom.
C
Yeah. I mean the character Fran - I definitely get the impression that she’s quite a cold
character and she
{doesn’t easily warm to strangers. But I think Tom -
D
A
{Yeah.
I’d say more shy than cold.
C
{Hm.
B
{Hm-hm.
A
I’m not sure. I think maybe cold’s maybe a bit, a bit severe.
C
Although, would...would, would a shy character, like…answer questions
{the sharp, -
B
{Hm-hm.
D
{Yeah.
C
- the sharp way that she does?
D
And would a shy character be a journalist too? I mean journalists are -
B
Hmm.
A
Well, you never know.
D
- inquisitive... and forward.
B
I think, I think it is that she’s - er - more, she’s a cold person -
C
An’ it’s Tom -
[General agreement.]
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A
I think you’re actually right. I think that’s a ...
[Snorts from B and C.]
C
And that Tom’s, I think, perhaps, Tom’s forward, kind of extrovert nature that draws,
that draws her out of herself. And -
A
Hmm.
B
It’s just, it’s just like a difference of personalities and they, you know, they form this
relationship.
D
Yeah. I think the fact that they’re, they’re both intrigued with one another. I think they,
they both find each other’s personality interesting.
C
And the two conflicting personalities, opposite. You’ve got the idea of opposites
attract.
D
Yeah.
B
Hmm.
C
And - erm - like Tom, the extrovert, and Fran, the cold character. It’s the idea of the
romance that could blossom between the two.
A
{Yeah.
B
{Hmm.
A
It’s, like, ambiguous at the end of this extract, whether the two are going to -
B
{Well, I -
C
{Proceed with the relationship. I think -
B
I think it’s saying - I think one
of the points it makes at the end is it won’t happen. Y’ know, that train journey - that
was it. It’s just such an anti-climax when she comes off -
D
Yeah. Well -
B
- and sees her parents. And because of that, she’s brought back down to reality, and
she knows that it’s not going to happen.
D
Their, their short-lived relationship is brought to an end by the introduction of her
parents. I think they just bring it to a stop, basically.
[General agreement.]
C
Do you think the parents play an important role in this extract?
[General agreement.]
END OF TRANSCRIPT 2
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