Without revealing his opinion, he tells the class to vote again and asks students who changed their votes to explain why they did so. In his lectures, when he comes to a concept that lends itself to discussion, he asks students to form groups of from five to eight people to talk about the issue. He instructs them to make sure each member of the group contributes at least one idea to the discussion. After ten minutes, he calls on some of the groups to report and asks other groups who came to the same conclusion to raise their hands. As they report, he records their main points on the blackboard and then incorporates the material into a lecture.
Small groups discuss an issue for a time and report their conclusions to the whole assembly.
After every group is heard from, they are given additional information if necessary, and return to small-group deliberations. The process is repeated until they achieve a consensus on the problem. This strategy is based on the use of written guides by which students learn much of the course material on their own. A typical study guide includes an introduction to the theme of the lecture, a pre-test, suggestions and procedures for studying the material, an outline of the lecture topic, appropriate visuals or graphics, and a list of advanced terminology. The lectures are delivered in two parts, each lasting 15 to 20 minutes, separated by a discussion session of similar duration.