Simple ways to ask difficult questions
Outline of session
Key points
‘this year the NUS piloted an innovative project that aimed
to support staff and students in FE colleges to tackle real
and perceived tensions between LGBT equalities and
religion and belief equalities through the use of
participatory dialogue approaches’
NUS outlined their approach, illustrating how dialogue
methods could be used by those with little or no experience
to open conversation about this controversial subject in a
safe and meaningful way for all involved. Such methods are
an effective means to gather diverse, honest perspectives
from both student and staff groups and are a valuable
addition to more common forms of consultation. The
methods that were discussed are not exclusive to faith and
sexuality dialogue and can be adapted for a wide range of
other sensitive subjects.
 There are lots of ways to initiate dialogue
 Get to know your group and audience
 One size ‘won’t’ fit all
 Question assumptions and judgements but make sure
all feel safe to feedback in any way they choose
 Try different ways to discuss topics and give
feedback
 Use personal experience
 Have ground rules agreed but be wary of agreeing to
disagree or simply repeating differences as it doesn’t
stimulate debate
Presentation
This workshop introduced the participants to new ways of engaging staff/students in
discussion:A fishbowl conversation is a form of dialog that can be used when discussing topics within
large groups. The advantage of Fishbowl is that it allows the entire group to participate in a
conversation.
Method
The arrangements of chairs in a fish bowl session, Four to five chairs are arranged in an
inner circle. This is the fishbowl. The remaining chairs are arranged in concentric circles
outside the fishbowl. A few participants are selected to fill the fishbowl, while the rest of
the group sit on the chairs outside the fishbowl. In an open fishbowl, one chair is left
empty. In a closed fishbowl, all chairs are filled. The moderator introduces the topic and
the participants start discussing the topic. The audience outside the fishbowl listen in on
the discussion.
In an open fishbowl, any member of the audience can, at any time, occupy the empty chair
and join the fishbowl. When this happens, an existing member of the fishbowl must
voluntarily leave the fishbowl and free a chair. The discussion continues with participants
frequently entering and leaving the fishbowl. Depending on how large your audience is you
can have many audience members spend some time in the fishbowl and take part in the
discussion. When time runs out, the fishbowl is closed and the moderator summarizes the
discussion.
SILENT DISCUSSION encourages all class members to respond to a series of questions and
statements related to a piece of writing (novel, short story, non-fiction article, play) that the
class is reading and studying. The rationale behind SILENT DISCUSSION is to begin a
dialogue on these issues while allowing all students the quiet to form their own opinions
and the writing space to express them openly. Some of the discussion topics might expose
stereotypes and preconceived ideas that students might possess.
Advanced Preparations:
1) The teacher (or students) chooses 6-8 important questions, passages, direct quotes or
statements related to what the class is reading. At least 6-8 are needed in order to avoid too
much bunching of students as they complete the SILENT DISCUSSION. Topics need to be
something that students can work with — something that allows them to “discuss” in
writing rather than to make a statement followed by a series of “I agree” from peers.
2) The teacher writes each question or statement on a separate piece of paper.
3) Each piece of paper with question or statement is placed at various locations around the
classroom.
Steps:
1) Students travel silently around the room, choosing three or four of the issues to respond
to. They then write responses silently.
2) The teacher encourages students to explain WHY they feel the particular way they do.
Can they think of examples, anecdotes, and exceptions? Be prepared for reactionary
comments and push students to address these challenges.
3) Next, students silently read the first responses to the questions and counter respond in
writing to two or three of them.
4) When the silent response time is completed, time can be used to read the responses out
loud, to elaborate orally on any of the issues that cannot remain silenced and/or to evaluate
the experience.