A panel is a discussion among a select group of persons (with or without a leader) in front of an audience that joins in later.

Method: The leader (can be facilitator) plans with 4-8 panel members about important elements to bring out in discussion and how to stay on track. The panel discusses informally without set speeches with the audience actively listening. The leader (or perhaps a designated recorder) takes summarizing notes for reference. The leader opens discussion to the larger group and panel members respond and discuss openly.

Challenges: The discussion can get off track. A vocal speaker could monopolize the conversations. You, as facilitator/leader, can help guide the panelists in staying on track and mediate anyone from dominating the conversation.

A pro-and-con discussion of a controversial issue/topic. The objective is to convince the audience (not to employ invective rhetoric against the opponent).

Method: the group is divided into sides of pro and con. Each speaker should be limited to a predetermined time (mediated by the facilitator). Rebuttal should follow, if desired. Audience members contribute either in general discussion afterwards or as members of a jury.

Challenges: members may not be objective about the topic. It may be helpful to have an open discussion prior to the debate about the topic. Alternatively, taking an initial vote of a jury and a concluding vote can demonstrate the objective of a debate – was anyone convinced to go in a different direction?

A discussion in which a topic is broken into various parts. Each part is presented by an “expert” in a brief concise speech. The objective is to generate a dialogue.

Method: the facilitator meets with 3 or 4 group members and plans an outline. The participants are introduced and give their brief speech. The group asks the speakers questions to generate a dialogue. The facilitator summarizes the main ideas at the end.

Challenges: Speakers and groups can get off track. Sometimes the personalities of the speakers can overshadow the material. This can be addressed in the initial discussion with the speakers.

Essentially, journaling is an intellectual activity where the student reflects on the class so that he or she can explain personal experiences and observations from a particular disciplinary perspective (Weimer, 1992).

Method: Journals are different from diaries which are designed to regularly record activities, thoughts and dreams that are private and personal. A student journal is not psychological, although it does provide an outlet to record feelings in the class.

Journals are valuable because they can give you an indication of the extent of each student’s level of higher learning. Students can, in their journals, apply information from the course and the readings to their own lives and re-evaluate their way of looking at the world and others: “It encourages students to think and requires an articulation of their thoughts.” (p.5). The journal, therefore, makes education personal and can help to improve student writing.