UNIVERSITY OF SOUTH CAROLINA

Small Group Discussion Tips

Below you will find suggestions for maximizing the small group discussion time. Adjust the times as necessary based on the time available once you reach your discussion location (the FYRE is scheduled until noon).

Introductions and Icebreakers to set the tone for a productive discussion (10-20 minutes)

• Introduce yourself and your co-facilitator, share a bit about yourself to let students know it's safe to participate
• Have students introduce themselves, including their hometown, prospective major, and/or residence hall
  • Consider an interactive approach, like tossing a ball of yarn between students and once caught, asking each student to say their name, where they are from, and two things they like to do
• Set the tone for the discussion session (expectations of the group and ground rules if necessary), share the goals of the FYRE, and the purpose and value of this discussion for them as first-year students at USC.
  • You may want have the students develop ground rules/expectations for the discussion
    
• Engage the students in a fun and interactive activity to loosen-up and get to know you and the other people in their group. Possibilities include:
  • Two Truths and a Lie - in small groups ask students to share two truths and one lie about
    themselves, the other students attempt to guess which is the lie
  • Concentric Circles - have students form two concentric circles facing each other (so that each student has a partner), pose a question to the group, allow the pairs 30 seconds each to answer the question, and then have one circle rotate to change partners for the next question

Fostering Meaningful Conversation and Discussion (30-45 minutes)

• Get the conversation started by helping frame it for students. Consider one or more of the
  following techniques:
  • On note cards, have students write the three things that interested them most about the text, or give them 1-minute to write their reaction to the end of the book
  • Have students write themes they found in the book on a white-board, then pick a theme to start the conversation around, move to the next theme when conversation dries-up
  • Place students in small groups to discuss a specific prompt (perhaps a Reader's Guide question found in the front of the book), and to prepare to pose two questions to the other students and discussion leaders to spur discussion
  • In advance, type-up a variety of quotes from the text and place them in a hat, ask students to choose one quote and share their reflections on it with the group, large group discussion can follow from there

Tips for success:

• Avoid asking who read the book, as doing so may only dampen the discussion
• Find ways to engage students in the conversation, even if they haven't read the book, for example, how does the story, or themes within it, relate to the first-year of college?
• Find a way to get every student to participate actively in some way

Closure (5-10 minutes)

• As time comes to an end, bring the conversation together and put a "bow on it"
• Help students understand why they had this conversation and what it might mean for their success in college Provide a sense of closure to the group. If they will they meet again, when? How will this conversation continue? If not, make sure students walk away with a sense of purpose and closure.
  • Have students develop an action plan or write a closing thought on a note card
    • What did this book mean to you?
    • What is the value of reading and discussion in college?
    • What are you going do after we have had this conversation?
    • What's one academic goal (besides a GPA or grade) you will set for your first semester?
• Share your contact information, offer to answer questions "after class," and be the last one to leave the room.
  

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