LEADING EFFECTIVE DISCUSSIONS Ted Coleman, PhD, RHE, CHES Professor and Chair Department of Health Science and Human Ecology California State University, San Bernardino

LEADING EFFECTIVE DISCUSSIONS I know you believe you understand what you think I said, but I’m not sure you realize what you heard is not what I meant. From Lions-Quest Skills for Adolescence

LEADING EFFECTIVE DISCUSSIONS “The single biggest problem with communication is the illusion that it has taken place.” George Bernard Shaw (1856 – 1950)

LEADING EFFECTIVE DISCUSSIONS OBJECTIVES: Connect or re-connect with valued colleagues Reflect on current practices … Self-assess overall effectiveness of current practices Consider a deliberate sequence of questioning Frame sample questions in various content areas Consider the possible effects of our own behavior… Monitor and assess ….

LEADING EFFECTIVE DISCUSSIONS OBVERALL LESSON DESIGN: Discovering  Connecting  Practicing  Applying From Lions-Quest Skills for Growing

LEADING EFFECTIVE DISCUSSIONS Community Building: Think of the place you were born. Watch for the attention signal. Listen for instructions. Form a human map.

LEADING EFFECTIVE DISCUSSIONS Community Building: Literally and figuratively, we have come a long way. Why are we all here? Because we’re not all there!

LEADING EFFECTIVE DISCUSSIONS Community Building: Find a partner … Tell your partner:Your name Your ACHA connection One skill you already have …

LEADING EFFECTIVE DISCUSSIONS Holding up the Mirror: Think about your usual process for engaging students or others in group discussion. Recall a time when everything “clicked.” Wouldn’t it be nice …?

LEADING EFFECTIVE DISCUSSIONS There are no guarantees, but most of us, regardless of innate teaching ability, can learn, practice, and incorporate skills that will help stack the deck for success.

LEADING EFFECTIVE DISCUSSIONS Readers’ Theatre: Six volunteers (two female, four male) … Good readers … Quick studies … Multi-taskers …

LEADING EFFECTIVE DISCUSSIONS WALTER FISH Alba House of Communications Canfield, OH 44406(216) Copyrighted material not posted for public viewing.

LEADING EFFECTIVE DISCUSSIONS What was the strongest message you received from the story?

LEADING EFFECTIVE DISCUSSIONS As you listened to the beginning of the story, what did you think the outcome might be?

LEADING EFFECTIVE DISCUSSIONS Let’s identify some personal reactions to what we heard.

LEADING EFFECTIVE DISCUSSIONS How did your thoughts and feelings change as the story progressed?

LEADING EFFECTIVE DISCUSSIONS What kinds of “life lessons” might be learned or reinforced with a story like this?

LEADING EFFECTIVE DISCUSSIONS SEQUENCE OF QUESTIONING: What? So what? Now what?

LEADING EFFECTIVE DISCUSSIONS Okay … so now let’s apply this same SEQUENCE OF QUESTIONING to a different subject area.

LEADING EFFECTIVE DISCUSSIONS Caveat re: demonstration topic … the so-called “discovery” of America by C. Columbus

LEADING EFFECTIVE DISCUSSIONS What? What country did Columbus represent on his voyages?

LEADING EFFECTIVE DISCUSSIONS What? In what year did Columbus allegedly “discover” America?

LEADING EFFECTIVE DISCUSSIONS What? What were the names of Columbus’s three ships?

LEADING EFFECTIVE DISCUSSIONS So what? What kinds of supplies would Columbus and the crew have needed for their journeys?

LEADING EFFECTIVE DISCUSSIONS So what? How do you think Columbus and the crew might have felt about leaving home for parts unknown?

LEADING EFFECTIVE DISCUSSIONS So what? How might the families and friends of the sailors have viewed their “opportunity”?

LEADING EFFECTIVE DISCUSSIONS Now what? Let’s look beyond Columbus to the pilgrims, colonization, and subsequent expansion ….

LEADING EFFECTIVE DISCUSSIONS Now what? What kinds of “issues” surround the way America was established and developed?

LEADING EFFECTIVE DISCUSSIONS Now what? To what extent do those concerns persist today?

LEADING EFFECTIVE DISCUSSIONS Now what? How might this country have developed differently if the major “discovery” had occurred on the west coast?

LEADING EFFECTIVE DISCUSSIONS Frame your own questions: What? So what? Now what?

LEADING EFFECTIVE DISCUSSIONS Consider this: How do our responses affect participants’ level of involvement?

LEADING EFFECTIVE DISCUSSIONS If we always do what we’ve always done, we’ll always get what we’ve always gotten.

LEADING EFFECTIVE DISCUSSIONS Raise level of engagement. Provide adequate wait time. When appropriate, entertain multiple answers. Ensure “equal air time.” Demonstrate even responses.

LEADING EFFECTIVE DISCUSSIONS Reflections: Today I learned or re-learned …. I was surprised …. I’m wondering …. I will ….

LEADING EFFECTIVE DISCUSSIONS Thank you for coming. Best wishes to you! Ted Coleman, PhD, RHE, CHES Department of Health Science and Human Ecology California State University, San Bernardino 5500 University Parkway San Bernardino, CA