This Month's Teaching Method:
Panel Discussion
Students listen as a small group of knowledgeable people discuss an issue among themselves guided by a moderator.
In Choosing Teaching Methods consider your group factors:
Click on a factor or scroll down.
Group size
A panel discussion can be used with any size group but it is especially good for larger groups, providing all students can hear the moderator and those on the panel.
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Resources needed
Three to six panel members must be recruited. You should have a chair or stool for each panel member and possibly a table at which they would sit. If you are in a large room, you may need a microphone that can easily be passed among panel members or a microphone for each member and the moderator. If you are opening it up for students to ask questions you may need a microphone for that purpose as well if you are in a large room. If students are to be taking notes you may want to distribute paper and pens/pencils.
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Objective targeted
A panel discussion is primarily used so students can gain knowledge from experts or from those who have researched the issue or topic.
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Use modeled
Panels are often used in the political arena to discuss a speech.
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Proximity of others
Usually only one person should be talking at the same time so this method should not get too loud for nearby classes.
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Finances needed
Generally this method should incur no cost unless you are giving the panel members an honorarium or gift for their participation.
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Age level
This method is best for teens and adults although it may have some limited use with upper elementary age students.
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Categorization
This method is impressional as most or all of the time the students sit passively and listen unless it is opened for students to ask panel members questions or it is followed by discussion.
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Time required
A minimal time limit can be set for the panel discussion but for optimal coverage of the topic it will probably take the entire class time especially if it is followed by a forum.
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Openness of group
Students usually enjoy hearing from a variety of people as opposed to one speaker, although it may be harder to process the content for some as often it does not follow a logical sequence. Since students are usually passive as the panel discusses the topic it poses little threat to students who struggle with participation.
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Room size
You will need a room large enough for people on the panel to sit up front facing the class with the moderator nearby. The other consideration regarding the room size is that all be able to see and hear the panel.
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Scroll down for Skill Development:
How To Use this Teaching Method.
Skills needed
The Topic of Discussion:
- Choose a topic that is relevant and will keep the attention and interest of the students.
- Choose a topic that is narrow enough to adequately cover the topic but broad enough to present differing views. Panel members should not be repeating what each other has said.
- State the topic in the form of a question.
The Panel Members:
- Generally a panel of 3-4 members is sufficient but may include 5-6 members. Too many people on the panel will hinder good discussion among themselves.
- Choose people to be on the panel who are able to present differing views on a topic or expertise in different areas pertaining to the topic.
- Choose people to be on the panel who know the topic well due to training, research, or experience and can communicate effectively. These people may be recruited from within your own church or invited from outside of your church. You may give certain students the responsibility of researching the topic and being on the panel.
- Speak to the panel members prior to the session about:
- their responsibilities to inform by word and example (i.e., not to get antagonistic with those of opposing views)
- the process that will be followed in order to accomplish the purpose of the panel discussion
- the need to speak in terms the students will understand being careful not to use technical jargon
- the need to respect other panel members (i.e., not to monopolize the discussion)
The Moderator:
- Understand how strategic the moderator is to the success of a panel discussion.
- The moderator not only introduces the topic and panel members but also keeps the discussion moving and on target.
- The moderator does not express his/her own ideas but rather clarifies and summarizes the ideas of the panel members.
- The moderator must stop, preferably prevent, any one panel member from monopolizing the discussion. Time must be called if someone is talking too long.
- The moderator must stop any conflict between panel members before it goes too far.
- The moderator should be skillful at rewording questions and using extending questions to get a panel member to explain further or to get quiet members to share their input.
The Process:
- Prior to the panel, determine the amount of structure required to accomplish your purpose in the amount of time available. Will panel members have freedom to freely discuss or must they stick to questions asked by the moderator?
- Prior to the panel, determine if you will allow students to ask panel members questions or enter into the discussion and when would it be most appropriate. While you can allow questions to be interjected throughout the panel discussion, it may disrupt the flow. Usually setting a 15-30 minute time for only panel members to discuss and then opening it to students works best.
- A panel discussion may flow as follows:
- The moderator introduces the topic and the panel members to the class.
- The moderator begins with an opening question for the panel.
- The panel members begin to discuss the topic starting with the question asked by the moderator. The moderator interjects with further questions if clarification is needed, if the panel needs to be brought back on target, or if the discussion is stuck or getting stale.
- The moderator guides each panel member to summarize their key points.
- The panel discussion may or may not be followed by asking the class to react to what has been shared, to ask panel members questions the discussion may have raised for them, or to engage in discussion about it themselves in which case it becomes a panel forum.
- If students contributed, then the moderator closes with a summarization of the total session.
- Consider variations to the process:
- Moderator Guided Panel - The moderator controls the discussion by asking prepared questions of specific panel members. The questions may have been prepared by the teacher or by the students.
- Reaction Panel - The panel discussion takes place after first receiving input from another source (i.e. lecture, film, etc.) and is about the panel member's reaction or critique of the initial presentation.
The Class:
- Students may be asked to do prior study on the topic themselves and develop questions that will be given to the panel.
- Students should be encouraged to actively listen to what is being said.
- Students may be encouraged to jot down notes on any points about which they would like further clarification. The questions may be asked at a designated time.
- Students may be given opportunity to expand the panel's discussion among themselves after the panel has finished their discussion.
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(Last updated 9/01/10)
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