Group discussions

published:December 2009

How can you ensure all pupils get involved in group discussions?

Research evidence
Some pupils find it hard to formulate and express coherent arguments during small-group discussions. They may get distracted or frustrated and withdraw from the task, especially if a group leader emerges who does not listen well. There is good evidence that simple techniques to promote turn taking and improve listening really help promote pupils’ learning. 

Your evidence
You might like to observe a particular group of pupils to explore how well they listen and respond to each other during group-work and whether they draw each other into the discussion.

You may find it even more helpful to ask a colleague to observe a group too so that you can discuss your observations with each other. You may spot, for example, that some children find it very hard to draw attention to the fact that they want to join in. Others may find it hard to notice tentative moves by group members and therefore may not 'let others in'. 

Can you spot the specific behaviours of pupils who do help everyone to contribute?  Do they notice and build on what other people say?  Do they limit new contributions to one or two points at a time?

Next steps
Now you have had chance to reflect on what inhibits and what facilitates contributions from everyone in group discussions you might like to plan to encourage positive habits through explicit teaching.

Could you, for example, help your pupils acquire the social and communication skills needed to be effective listeners by modelling the process with a colleague or some pupils in front of the rest of the class?  Would it be helpful to their learning for you to ‘do it wrong’ in order to attract comment from the pupils?