Ask students individually or in small groups to recall discussions and seminars in which they have participated and to list the characteristics of those that wereworthwhile. Then ask students to list the characteristics of poor discussions. Write the items on the board, tallying those items mentioned by more than one student or group. With the entire class, explore ways in which class members can maximize those aspects that make for a good discussion and minimize those aspects that make for a poor discussion. Periodically divide students into small groups.
Students find it easier to speak to groups of three or four than to an entire class.
Divide students into small groups, have them discuss a question or issue for five or ten minutes, and then return to a plenary format. Have each group report orally and record the results on the board. Once students have spoken in small groups, they may be less reluctant to speak to the class as a whole. Assign roles to students. Ask two or three students to lead a discussion session sometime during the term.