leading effective discussions ted coleman, phd, rhe, ches professor and chair department of health...

LEADING EFFECTIVE DISCUSSIONS

Ted Coleman, PhD, RHE, CHES

Professor and ChairDepartment of Health Science and Human

EcologyCalifornia 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 problemwith 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 nameYour ACHA connectionOne 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 FISHAlba House of Communications

Canfield, OH 44406 (216) 533-5503

Copyrighted material not posted for public viewing.

LEADING EFFECTIVE DISCUSSIONS

What was the strongestmessage 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 sameSEQUENCE OF QUESTIONINGto 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, CHESDepartment of Health Science and Human Ecology

California State University, San Bernardino5500 University Parkway

San Bernardino, CA 92407-2393909-537-5537 coleman@csusb.edu