INDUCTION FOR PART TIME LECTURERS (19)

THEME THIRTEEN: GROUPWORK

INTRODUCTION

Typical lessons mainly imply one–way communication. Discussion is normally associated with two or multi-way communication. Herein lies the value of discussion, namely the opportunity afforded students to communicate verbally on subject material and assess their own knowledge, insights and values to those of other students and/or to evaluate the lecturer. One author (Pastroll, 1992) even describes group discussions as “… an occasion for students to receive feedback about their own constructions of meaning”.

Notwithstanding the fact that discussion methods are associated with the development of higher cognitive levels of learning, discussions can take on a wide variety of forms as methods of teaching, some of which are class discussions, discussions in small groups, tutorials and panel discussions (Bitzer and Venter,2002).

A number of forms of discussions are concisely discussed and provision is also made for your own comments and notes.
Questions such as the following are addressed:
• What is the value of discussion as a method of teaching?
• What kinds of discussion methods are there?
• What problems crop up with discussion methods?
• What procedures or techniques are touched on in discussion methods?
• What are the responsibilities of the lecturer, group leader/tutor and the student group members?
• What variations in discussion methods exist?
• What guidelines must the lecturer take into consideration when he/she makes use of discussions as a teaching method?
To effectively make use of discussions as a method of teaching is especially a unique challenge to young and inexperienced lecturers. It is relatively easy to have a vague, meaningless discussion, but to guide students to obtain insight, to think, to evaluate and to learn in a meaningful way by making use of discussions requires thorough planning and preparation. As one person once phrase it, referring to group work: “What you put into discussion is what you get out of it”.

OUTCOMES• Once you have worked through this theme/unit, you should be able to:
• describe the value of the discussion method (group work) for university education;
• distinguish between the two main kinds of discussion and group work.
• The problems which lecturers and students experience with the discussion method (group work);
• understand the possibilities of the discussion methods (group work) and apply correct procedures and techniques.
• distinguish between the duties of the lecturer, student group leaders and student group members before and during the application of discussion methods (group work).
• emphasise the possibilities of the discussion method (group work) by suggesting a few variations of the discussion method (group work) for university education;
• identify the most important aspects of group functioning.

UNIT ONE : The role of groupwork in enhancing learning

• The discussion method is especially regarded as useful for university education for the following reasons:
• Firstly, students are given a maximal opportunity to learn the material content of a subject within the safe situation of a small group of fellow students (5-7 members)
• Secondly, by means of active participation, any student will not only enhance his insight and understanding of the subject material and other student group members, but his ability for critical thought will also be stimulated.
• Thirdly, student group members already solve subject matter problems by means of discussions. They also sort out confusion and identify final problem areas, which can only be solved by the knowledge and ability of the lecturer.
• The discussion method (group work) also creates an opportunity for students to fulfil a passive and supportive function in a group, and develop their verbal and non-verbal knowledge, abilities and skills. This contributes to their holistic moulding to proper maturity.

2. Different kinds of groupwork

There are two main kinds or main applications of the discussion method of group, namely the teaching/learning discussion and the class discussion.
In the teaching/learning discussion, the group class lecturer himself/herself directs the flow of the discussion by means of a chosen objective, mostly through questions by the lecturer and answers by the students. In this case, the lecturer acts as group leader in the foreground, and questions with a purpose in mind play an important role. In the second kind, the class discussion, the group class lecturer places himself more in the background, and the discussion is predominantly between the students. The lecturer is thus not a direct participant in the class discussion, but rather fills an indirect role by directing the discussion and promoting participation by the students. The teaching-learning discussion is thus lecturer-centralised, while the class discussion is group-centralised cf Van der Merwe, 2005)

3. Problems with the discussion method (group work)

There are good reasons why group work (especially the class discussion) has not yet come into its own as a method of university education. When lecturers are questioned about this, the following problems are mentioned:

• Weak attendance of optional discussion classes by students.
• Large numbers of students become unmanageable in groups.
• A shortage of lecturers makes group work impossible.
• Timetable clashes due to more time/practical being necessary.
• Insufficient preparation by most of the unmotivated students.
• Venues not sufficient and suited to group work.
• Group work greatly increases marking work.
• Students engaged in extramural activities have too little time.
• Library facilities are inadequate for preparation by students.
• Weak students hide behind good students.
• Groups are too heterogenic.
• Lecturers and student group leaders cannot properly manage group work.
Solutions to these problems require that the lecturer plans and implements group work didactically so that certain objectives with appropriate study material can be attained in a specific class of students. Procedures and techniques which influence the discussion method (group work) are discussed hereunder.

4. Points of departure or procedures for the discussion method (group work)
A number of basic points of departure/guidelines should be taken into consideration in the handling of discussion as teaching method:

• The lecturer must furnish exact reasons why he/she wishes to use the discussion method in the class. The lecturer must thus have already formulated objectives for the class.
• The lecturer must select and structure the study material for the group work session in such a way that students can thoroughly prepare in advance. (Pre-study material). This also means that the pre-study material must be understandable to the students and contains discussion possibilities. If the students find the preparation to be very complex or confusing, the motivation for students to actively prepare and become involved in the study material will wane.
• The lecturer must acknowledge that there are certain phases through which students must be guided before and/or during the discussion, in order for the maximum value of learning to be obtained from group work.

Phase 1 – Pre-study material and preparation for the discussion.

All students read the same study material prior to the class discussion. They make notes on the study material in preparation for the group discussion.

The following preparation procedures are suggested for students:

Step 1:
Make a list of all the words of which you are unsure. Look them up and write down the definitions.
Step 2:
Write down your version of a summary of the message which the author wishes to carry over to you.
Step 3:
Identify the sub-sections of the reading work.
Step 4:
Mark the sub-sections with which you have encountered problems, or those which you think could result in fruitful discussion.
Step 5:

Make concise notes on the subject of each sub-section. Set a suitable question on each on these subjects.
Step 6:
Write down the meaning of these subject material concepts and related concepts within the broad theme of the subject. Indicate what ideas are subscribed to, objected to or elucidated.
Step 7:
Write down how the subject material can be applied in your life – in the past, the present and the future. What implications does the pre-study material hold for your intellectual interests and aspirations?
Step 8:
Write down your reaction to and assessment of the pre-study material with its instructions.

Phase 2 – The Group Discussion

This procedure guidance is designed for an assigned pattern which groups can follow in order to learn as much as possible by means of discussion. It is a nine-point guideline which directly refers to many of the matters already covered by students in their preparation. These nine points can be partially or fully presented to the students by the lecturer, or partially by the student group leaders to the student groups. It depends on the variation of the discussion method used (cf Bitzer and Venter,2002).
Step 1:
Define the essential facts, concepts and related concepts which appear in the pre-study material.
Step 2:
A summary or synopsis of the message contained in the pre-study material.
Step 3:
Suggest the objectives of the discussion of the pre-study material and identify the main theme or sub-sections in the learning material. (Objective and learning material orientation).
Step 4:
Sub-dividing of time for discussion.
Step 5:
Discussion of main themes and sub-sections, taking the objectives into consideration.
Step 6:
Interrelation of subject material to other relevant knowledge in the subject science.
Step 7:
Application of the subject material.
Step 8:
Assessment of the value of the pre-study material within the course. Did the objectives of the discussion bring about the achievement of the objectives in the course?
Step 9:
Evaluation of individuals and group actions.
• Prior to and during the application of the discussion method (group work) there should be good planning and organizing. The inexperienced lecturer often erroneously thinks that an informal atmosphere, together with weak planning and organizing, is conducive to the conducting of discussions. These organizations details will be discussed later.

5. A few factors and techniques which promote group work

During the preparation and presentation of the method, basic points of departure and procedures already suggested may be used while further typical problems, as put on tape, can be solved by taking into consideration the following factors and using the following techniques:
• The discussion subject material and individual and group activities must be realistic and attainable by student group members.
• Group work should always be built on meaningful content. This content can be added by means of advanced reading or other forms of pre-study or even lecturers.
• All student group members must understand the objective or task: clear directives should be provided.
• Group work should be properly constructed. (according to par. 4).
• There should be sufficient discussion time and all the time should be utilized.
• The groups must be placed in the far corners of the class venue for as little disturbance as possible.
• It is not necessary to have a venue for each group.
• The student group members must be able to see each other and sit in a circle or triangular formation. It is not necessary to sit around a table. Occasional chairs with a writing page are ideal.
• A spare writing board, a display board with writing sheets or an overhead projector with transparencies are useful teaching media for group work. The group’s work can be written and displayed on these. Each student should preferably write down the details of the group efforts and keep these.
• The inclusion of a competitive element between groups or teams will increase motivation for group functioning and strongly promote an atmosphere conducive to learning.
• In less experienced student groups, a student group leader should be elected; in more experienced groups, such as senior students and adults, different members can act as leaders, and not one formal group leader should be elected.
• All student group leaders should be involved in the functioning of the team in one or other way.
• Group potential should be widely utilised.
• Individual students in the group should receive recognition for extraordinary individual performances or contributions to the performances by the group. The group or team effort must naturally also be evaluated, if at all possible.

6. Techniques in the group discussion
6.1

At the onset of the discussion• The beginning of the discussion is important: formality must be avoided and a pleasant, informal discussion situation must be created.
• To start off, the lecturer or student group leader can pose a direct question to a certain member.
• Student group members must speak directly with each other and not “via the chairperson”.
6.2 Ask regular questions.• To initiate the discussion and to progress freely, several questions can be posed, e.g. Do you agree? What do you mean? Why do you think so? Is there another possibility? Who has more information on this? What are the implications of such a decision? May I interrupt you?
• Ask several questions, but answer few thereof. Let the group do so.


6.3 Taking of notes during discussion•

The lecturer or student group leader must not solely be involved with the taking of notes during the discussion. Sometimes each student group member should do so.
• Appoint a secretary (reporter) in the group to notate all the arguments, decisions or questions, if necessary.
• Only essential notes should be made in order to carry out the assignment of the group. In discussion, it is verbal communication and not written communication which is relative.
• Either the group leader or any group member assigned by the lecturer must be prepared for a relevant report at the end of the group work session.
6.4 Proper use of time
• Schedule the available time for each question or subject in advance and strictly adhere to that time.
• Endeavour to optimally use the time and make the student group members aware of the importance of the proper use of time.
• Avoid discussions which deviate from the subject or become social discussions.
• Endeavour to tactfully interrupt orators so that others are also afforded an opportunity.

6.5 Feedback and Reflection• The lecturer or group leader must occasionally briefly summarize the main points and arguments.
• Regular evaluation and reflections improve the functioning of the members of a group.
• Proper control ensures that group members do not deviate from the assignment and objectives, and that a high standard is maintained.

7. Key Concepts of group work

The student group leaders, as well the student group members, must have a clear understanding of certain key concepts during the process of group work. These key concepts can be briefly summarised as follows:

7.1 Communication• Group members must not only talk but must also listen to one another’s points of view. They must accept the attitude, feelings and ideas of others.
• There must be no lack of direction during discussions, and arguments must be well thought out and clear.
• There should never be a few who talk while others are listening. All must be involved in meaningful communication.

7.2 Frankness in discussion•

If a group member gives an honest opinion, it does not mean that he is being inconsiderate to another.
• Fellow group members must be confronted in a sympathetic manner.
• All must be prepared to listen to another’s honest comment and opinion.

7.3 Problem solving processes•

State the problem, gather information reflect logically and then evaluate.
• Differentiate between the probable problem (symptom) and the actual problem.
• Consider possible alternatives and their implications and weigh these up against each other.
• Differentiate between facts and opinions.
• Prevent argumentation about personal points of view; avoid a win/lose attitude.
• Test the decision by proper checking and thorough reflection.

7.4 Consensus decision-making•

It must not be expected of a group member to change his opinion at the expense of unanimity.
• The majority vote must not just be accepted.
• It is not about who is right but what is right.
• Unanimity can only be achieved after thorough discussion and decision-making on the best solution.

7.5 Conflict (difference of opinion).•

This should not be subdued, avoided or ignored, but rather brought out in the open.
• It should be regarded as creative, stimulating, interesting and a means for creative solution.
• It may never lead to interpersonal clashes.
8. The responsibilities of the lecturer, the student group leader and group members.
8.1 The lecturer

The lecturer, as discussion leader, must ensure that
• all students in the class (especially student group leaders) understand the setting up of problems.
• Students should be motivated for the discussion period.
• The didactic structuring of the discussion class is correct;
• The necessary physical facilities prior to and during the discussion are available and correctly in place.

8.2 The student group leader

The student group leader should:
• Handle the organization and administration of the class with the lecturer prior to and during the class;
• Put forward the subject, the problem and work procedure in the groups (discuss with the lecturer in advance);
• Stimulate, lead and control discussion within the group.
• Ensure correct use of time and equal opportunities;
• Regularly summarize during the discussion;
• Promote a pleasant attitude during group work, discussion of subject material and with the lecturer.
• Have the interests of the group at heart and give complete feedback to the lecturer on every group member.

8.3 The student group member

• thorough preparation;
• concise, regular and constructive contributions to the discussion;
• emphasize scientific facts and insights and not superficial opinions
• demonstrate an attitude of co-operation.

9. Variations of the class discussion

The variations in class discussion are derived from the four basic forms of discussion:

UNIT TWO :The round table class discussion method (Horseshoe group work)

While preparing to use the abovementioned method in your class, you will no doubt ask yourself the following question:
As a lecturer, why do I want to use the round table class discussion method for this class lesson? (Formulation of goal for the class).
The next question you must answer is: What must I do while making use of this round table class discussion method?
This “what” question is especially related to correct study material selection.
A very important third question which the lecturer must answer while preparing for the round table class discussion method is: Who should undertake the work in the class?

This question sounds relatively easy, but yet requires thorough planning if you want to ensure that this round table method runs smoothly and produces good learning results.

These tasks (according to pp 11-12) are quite clear and even elementary, but rest assured that the reason for the failure of many round table discussions is found here. Often, it is the lecturer behind the scenes who does not fulfil his role as a strong and motivated leader. This could be as a result of his being too garrulous and overbearing, or disappearing and giving no direct guidance, which causes student group leaders and group members to become confused and lose confidence. Competent selected and well-trained student group leaders who have gained your confidence, and have been taught how to handle techniques and processes during group work, will not only simplify the organization and administration of the group work, but will ensure learning results of student group members
The lecturer in the round table class discussion is much more exposed to the good attitude of the student group members compared with, for example, a typical lecture. If the student group members do not recognize the value of this group work, do not understand the importance of the learning material, not see the necessity for self-assessment, not know that good discipline and control has been built into this kind of teaching method, your group work will have little success as far as learning is concerned.
The questions: Why? What? Who? have already guided everyone to the final question: How must we prepare in order to ensure that the round table class discussion comes into its own right on completion of the pre-study time, the completion of the class lecture itself and the conclusion of the follow-up work of the class lesson? The question stresses the methods, techniques and assessments which are necessary for group work.

If example A (according to previous examples) can be used as the point of departure of an individual group activity, the team group work which follows, can progress as follows:

The lecturer may decide that the various students-teams of groups (5-7 students in each team) in the class, who had answered all the questions individually should now discuss these as a group and then provide a team answer. (Example A has already been provided with a team column). One lecturer will probably not be able to manage more than 15 such teams or groups.

The lecturer can also decide to select only a few questions from the individual group activity (Example), and then ask a few new questions which not only require choices, but also exact motivations or reasons. Students can even be given the opportunity to formulate their own team’s problems relating to the pre-study material
These discussions or group work in teams under the guidance of student group leaders or team leaders who are prepared for the task, can then continue for a specified time, prompted by the lecturer’s decision on what should be answered.

The team activity or efforts can be handed in and scrutinized for assessment purposes (how the students master the pre-study material and what problems they encounter).

During or following the teamwork the individual and team activities can be marked by the academic assistant or even the students themselves using a key (see previous examples). The results can be written on a display board page, blackboard or transparency for the overhead projector in order to create evaluation prospects between teams.

Feedback by the lecturer may then follow. This feedback can be used as the main lecture at the end of the class lecture or at the following class lecture. The lecturer should first take note of the questions which were incorrectly answered during the teamwork, followed up by short teaching-learner discussions.
Afterwards he/she can highlight the value of teamwork by pointing out that the product attained in teamwork is, in the case of most teams, always better than the average score of the individual efforts or team members. In conclusion, the lecturer may indicate the team position by adding up the marks out of three, as indicated in Example C. The team with the highest total receives first place and even earns credits for the semester or year mark.

The final how-mark must be calculated on completion of the round table class discussion method, viz: How does the lecturer round off this class lecture?
On the previous pages we have already referred to the feedback from the lecturer at the same class lecture or at the next class lecture. During the duration of the class lecture, the lecturer motivated and explained the individual and team activities within a few minutes. The students then first worked individually, and then the student team leaders each took the lead in their own team of 5 – 7 students. The lecturer moved around and made use of the occasion to determine the students’ active involvement, and listened to the arguments and problems of students in different groups and teams, without interrupting at all. Example D on page 20 of the work book provides details of how the lecturer compiled an evaluation chart for every student and team. The lecturer must only make inputs to the group or team if this has been arranged with the student group leader in advance, or if there is an extraordinary reason for this.

It is of great importance that this ongoing evaluation takes place, but we cannot over-emphasize the fact that no class discussion must result in a test or a checking-up session.

This ongoing or continuous evaluation is firstly important to ensure that students are given proper feedback on their learning progress and success. Secondly, the marks are also used with a view to the assessment of the semester and year marks.
During the feedback which takes place directly following the individual and team activity, or at the next class lecture in the same or the following week, the lecturer is placed in a position that he cannot only work remedially (i.e. solve problems and correct mistakes). On the basis of his/her specialized knowledge and experience he/she should be able to express the most important perspectives and concept-relations (principles, methods, formula, concepts, definitions etc.) to the students, to encourage and guide them into absorbing insights into professional science.

In this section the lecturer may, in collaboration with student-team leaders, identify individual students’ problems in time and discuss these with the relevant students during consultation times.

If the lecturer is adaptable in his methods of teaching students, the academic standard will increase without any unnecessary loss of students and time.
The lecturer plays a significant role in the application of the round table class discussion method. He must also have a unique sense of being predisposed to organization, administration, originality and creativity, and be prepared to work hard.

10. Further variations of class discussions (Group work)

In the next explanation we want to endeavour to provide short definitions of a few further variations of the discussion method. Here it not so much planning and preparation that are of prime importance such as is the case in round table class discussions, but rather about how the particular variation of the discussion method, in general, could possibly be beneficial to your professional science and students.

Project work or syndicate group work.

The class is divided into groups of 5 to 7 students and each group works independently, but still under the guidance of the lecturer, as a class on a comprehensive project. These are co-operating groups with the definite goal of planning and executing a specific project. The selecting of group leaders and the project division is done by the lecturer, and sometimes in advanced the class by postgraduate students themselves.

The groups report verbally or hand in written reports, or they present their project, model design or investigation to the class for a critical appreciative evaluation of their group effort by the class.

The part played by the lecturer in the project work is to• set up objectives and group assignments;
• divide the group assignments into sub-assignments
• provide book lists, sources and media;
• divide into groups;
• give assistance and encouragement to groups;
• act as advisor
• evaluate the projects.

Buzz Groups

Buzz groups are the simplest but most effective informal or less structured group methods. All too often the class groups are too large for effective teaching/learning discussions. Buzz groups can even offer effective discussions in large class groups of 100 to 200, in small informal and temporary groups of about 6 students each for about 6 minutes.

The class group is asked to form informal groups of 3 to 6 each without much disruption. Students who sit in alternate rows across the room can turn around and have contact with students in the next row in such a way that not more than 3 persons next to each other form a group in one row across. In a lecture room with an uneven floor, eye contact is easily lost if students turn around; it is thus recommended that each buzz group only consists of two or three students.

The lecturer must be sufficiently informative about the group assignment so that all know precisely what is involved in the assignment. The assignment may be the same for all groups or there may be a different assignment. The quality of the question or assignment often determines the success of buzz group discussions. At first, this method can be used in the middle or at the end of a lecture. The groups must be small enough (3-6) for each person to be afforded an opportunity to give their opinion. The discussion itself must be short (5 – 10 minutes), and there must be little formal organization with the groups – possibly one person being selected to provide a report. The lecturer can assign all groups or only a few groups to give feedback, and then ask if there were any interesting perceptions in any of the other groups. The reporters must be requested not to repeat what has already been reported.

The objectives of buzz groups are to:• obtain greater clarity on the subject/problem;
• consolidate learning material immediately;
• ease possible tension in the lecture room.

11. Communication in a group
The exchange of information and the communication of opinions is the core of social interaction. Although it may be easy to keep an eye on the individual, it cannot simply be assumed to be an elementary process. The selection of words, voice intonations, body language, symbols, calculations of time and the combinations of those factors together form the complexity of our communication process. The sensitive observer of behaviour will thus be aware of the many nuances. He will be able to correctly interpret observations he has made and personally convey clear messages.

One aspect of the communication process is the channels used. Communication authorities use the terms open-channel, wheel and star to identify these communication systems.

In the open channel system, students react to one another. In the wheel and star systems, communication only occurs between certain members, such as is indicated by the arrows. The absence of arrows between circles indicates that no communication took place. A model of the communication channels can thus be developed by observing who is talking to whom and if the messages are flowing in one or more directions in the channels. It is interesting to note that each of the systems exercises an influence over the effectiveness of the group, on the time necessary to complete the work and on the satisfaction that the group members experience with regard to their roles in the group.

12. Preparation by student group leaders

Once again we wish to mention that students admit that they feel nervous about quite a few things: may they talk about what they do not know or understand, or is it better to only talk about what they do know? Will these inputs be evaluated, and if so, how? Will their opinions influence their evaluation? Will what they say be conveyed to other personnel members, or is there a confidential code of that prevents this? Will it appear to fellow students as if they have too much self-confidence, and are too eager if they talk so often? Will the group leader think they are stupid if they ask so many questions?

These nervous feelings of students are, it seems, closely related to the authority of he group leader, and the methods whereby formal and informal assessment is conducted. A few remarks by students subscribe to our allegation that tension syndromes which sometimes appear in students occur during discussions, and these can seriously harm the interaction and thus also the quality of their learning.

Students describe their problems as follows:

"Take, for example, philosophy. I have just left school. I know nothing about philosophy and you know so much. If you discuss it with me, you have it in your power to totally humiliate me."

"The lecturer encourages us to ask questions, but we find this difficult, because he is on a completely different wavelength to us. The words that he uses! I haven’t got the faintest idea what he is talking about".

"…Then you get the lecturer who comes in and gives a bombastic oration … Then he says: “Any questions?” or, “Give me a little feedback”. I am not going to stand up and say something. One feels so inferior".

"One member tells us the idea of the discussion is to help us to master the basic principles of the learning material. Then one asks a question about the basic statement and the lecturer says, "But you should at least know that by now."

"Things may come back to us. The lecturers may discuss the things we discussed with one another. I take it for granted that this does not happen, but one cannot help thinking this could be the case before I venture to say something."

"A person does not just speak without a question being posed, because you don’t want others to think you are trying to be clever".

We have given considerable attention to the task of the lecturer in stimulating group functioning. Making use of student group leaders during discussion is also a solution. Students find it difficult to be a passenger in a small group between fellow students (Powell, 1974), and they are not so reluctant to take chances with their ideas if a lecturer is not present. In any case, this applies to the initial stadium of a student’s introduction to the discussion method. Discussions of a formal academic nature, however, are aimed at helping students to master their mental attitude, the language and the discussion style of their subject discipline, and if the discussion leader is not present to fulfil this role as question master and stimulator, students will have to depend on written examples in their subject language. Surveys held among first years students, who worked in these groups without a lecturer (University of the Free State Lecture Orientation, 2001)) indicated that the language used by these student groups was social language rather than academic or professional. Thus, it would be good if the lecturer as leader presents summarized subject perspectives at the end of a sub-group discussion, and when students have become accustomed to talking in front of one another. This problem can also be solved by students commencing their group work during the first year on a smaller scale between student group leaders, and continuing this on a larger scale in their second year. However, in their third year, they must work directly under the guidance of supportive academic personnel, preferably the lecturer himself.

You must remember that students must be prepared for their share in group work prior to discussion or group work activities by means of study guides or manuals, or by verbal orientation.

After this, the implementation of the class discussion or group work must be systematically introduced into the course without stressing success or evaluation too quickly. Once the process or form of discussion or group work has been established in the first group work session, the content or learning material can be brought to the fore. Only at this point can evaluation begin with a view to promoting learning and, secondly, with a view to semester or year marks as target.

CONCLUSION

It is evident that groupwork or cooperative teaching methods in higher education becomes more prominent than the ordinary talk and chalk sessions. Therefore:
*Discussion methods are receiving more and more attention in university education:
• Discussion or group work is an attempt to involve students actively in education by their own participation and contributions. By means of discussion, students are afforded the opportunity to discuss subject material and this leads, inter alia, to a better perception and understanding of the subject material and the development of critical thinking and verbal: and skills.
• This method can only successfully be implemented if the lecturer has a thorough knowledge of the various discussion methods, knows the ground rules of effective group work, and possesses unique techniques which can be used during group discussion, and if he does thorough planning and preparation.

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