ON at TMU Te Cat The Essential Reference for Teachers, Trainers, Presenters, and Speakers HCA aT"ove Ways to Get Your Message Across The Essential Reference for Teachers, Trainers, Presenters, and Speakers Ernest W, Brewer os CORWIN PRESS, INC.Copyright ©1997 by Corwin Press, Ine. All rights reserved. Use of the worksheets in each chapter is authorized for local schools and noncommercial entities only. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, record ing, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Corwin Press, Inc. A Sage Publications Company 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] SAGE Publications Ltd. 6 Bonhill Street London EC2A 4PU United Kingdom SAGE Publications India Pvt. Ltd. M-32 Market Greater Kailash 1 New Delhi 110 048 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data Brewer, Ernest W. 13 proven ways to get your message across / Ernest W. Brewer. Pp. om. Includes bibliographical references. ISBN 0-8039-6641-5 (cloth : alk. paper) —ISBN 0-8039-6642-3 (pbk. : alk. paper) 1. Teaching. 2 Teachers—Training of. 3. Teacher effectiveness. I. Title. 1LB1027.B747 1997 370.711—de21 97-2291 This book is printed on acid-free paper. 97 98 99 00 0102 10987654321 Production Editor: S. Marlene Head Editorial Assistant: Kristen L. Gibson Cover Designer: Marcia R. Finlayson8 Buzz Groups Definition Buzz groups are formed by dividing large groups into small discus- sion groups of 2 to 15 people who meet simultaneously for a speci- fod Sime to discuss a specific question, problem, or issue. Bellon, Ballon, and Blank (1992) note that such groups allow for an environ- aont that fosters independent, cognitive thinking among group men ers with less reliance on presenter-based rote memorization. Introduction Buzz groups encourage more efficient discussion. They can be used in many different ways and are most often used in combina- fion with other techniques, such as a lecture. Buzz groups set the groundwork to get discussion started. They are ‘most often used when aealing with controversial subjects or dificult questions and prob- Jems. Main Procedural Steps in Using the Buzz Group Any size group can be divided into buzz. BrovPe if there is room available for the groups to get together. The leader begins by “Hviding the overall group into smaller groups of ‘anywhere from 2 foBuzz Groups 73 15 people. These smaller buzz groups should have room to sit either facing each other or in a circle, which will increase the discussion. Once the groups are formed, the leader will introduce the is- sue or problem to be discussed. The issue can be the same for all groups, or each group can have a different phase or subproblem to discuss. The Professional Teacher Education Module Series (1984) sug- gests narrowing the topic, allowing for participant achievement level, and having time restrictions to preventa high frustration level among the participants. Once the issue or problem to be discussed is clarified and un- derstood by each group, the groups should be asked to choose their own leaders and recorders, or the presenter can appoint one for each roup. ae The group leader makes certain that the members of the group become acquainted with each other, leads the discussion, and tries to get all the members of the group to participate. Williams (1983) offers that buzz groups provide participants with an interactive atmosphere that creates willing participation within a small or large group. The recorder takes notes and prepares a summary to be presented when all the groups come together. When the buzz. groups are very small, with only two or three members, the formality of selecting a group leader and recorder is not necessary. In those cases, the presenter should just ask each group to appoint a spokesperson to present their information at the end of the buzz group session. The time allowed in the buzz groups should be specified at the beginning and can range anywhere from 2 to 20 minutes, depend- ing on the number of people in each group, the complexity of the issue, and the purpose of the buzz, groups. If the buzz groups are mainly designed to help the members get acquainted, for example, then the time needs to be short. If the groups are tackling a difficult problem or subproblem, then more time will be necessary. While the groups are meeting, the teacher can move from group to group, listening and, when necessary, raising questions to stimu- late discussion or bring the discussion back on track. The presenter should be careful not to stay too long at any group so that the mem- bers will not direct their questions to him or her. At the 1-or2-minutemark, the presenter should sound a warn- ing that time is almost up. When the time has ended, the teacher or discussion leader reconvenes the group into the large group and calls for the reports of the buzz group recorders. After each group has re- ported, the presenter may want to open the floor to general discus- sion.4 13 PROVEN WAYS TO GET YOUR MESSAGE ACROSS: Depending on the complexity of the problem and the purpose of the discussion, the group recorders may be asked to get together later to summarize their findings into a report on the topic discussed. Buzz groups with more than three people usually involve mov- ing some chairs around so that each group can form its own circle. Circular seating enhances the discussion of each group and helps the members of the group become better acquainted with each other. Variations of the Buzz Group Phillips 66 Method ‘The Phillips 66 variation of buzz groups was developed by J. Donald Phillips. It can be used with small groups or large groups, With this system, the large group is divided into small groups of six persons with as little movement of chairs as possible. The sub- groups are then given a 6-minute time limit to discuss the issue or problem, Clark’s 22 Method ‘The Clark's 22 method is best used when there is little possi- bility for movement in the room, stich as in a large auditorium with stationary seats. Two people discuss the topic for 2 minutes. The pre- senter or discussion leader then calls for reports from each group. Huddle Method Inthe huddle method, 5 or 6 people meet to discuss the prob- Jem. It is much like a football or basketball game huddle wherein the group quickly discusses the alternatives and devises a plan. In the huddle method, the group usually begins by choosing a “captain” or “quarterback” to lead the discussion. Holmes and Mortensen (1983) state that huddle groups are productive because the small group is conducive to natural, nonforced, informal conversation. Circular Response Method ‘This method is very similar to the general buzz. group method except that responses to the problem or issue are presented accord- ing to seating arrangement in the circle. It ensures participation of each group member.Buzz Groups 8 Progressive Buzz Sessions The progressive sessions are very similar to the general buzz group method except that at a specified time, the groups rotate both topic questions and contributions. This allows each group to work on a number of different topics and still benefit from the written contri- butions of other group members. Appropriate Uses, Suggestions, and Cautions The buzz group method is best used to enhance discussion, especially when the overall group is large. It helps identify the needs and interests of a learning group and sets up a situation where the strong help the weak in a team effort. Another appropriate use of the buzz group is to get the mem- bers acquainted with cach other. Often, short versions of the buzz group, such as the Clark’s 22 method or Phillips 66 method, can be used as icebreakers or get-acquainted methods. Buzz groups can also be used when the presenter becomes aware that there are several class members who are hesitant to speak up before the large group. Often the buzz group method helps draw those people out and obtain their contributions. Buzz. groups also allow a large audience to help evaluate the learning experience, Sometimes suggestions for improving a meet- ing can be developed in a buzz group setting. Advantages, Disadvantages, and Limitations of the Buzz Group When using the buzz group instructional strategy, the presenter should be aware of the following advantages, disadvantages, and limi- tations of this technique. Advantages of the Buzz Group 1. It allows everyone's ideas to be expressed. 2. Participants learn to work in real-life situations where others’ opinions are considered. 3. Itsets the groundwork to get discussion started. 4. Because members are expressing opinions, it is good for dealing with controversial subjects.76 13 PROVEN WAYS TO GET YOUR MESSAGE ACROSS: Disadvantages of the Buzz Group 1. Effectiveness of the group may be lowered by the imma- ture behavior of a few. 2, It may not be effective for younger groups or groups that know each other too well to take each other's opinions se~ riously. 3, It can be time-consuming when dealing with very large groups. Limitations of the Buzz Group 41. The group must be well prepared by the teacher in order to keep the group on topic. 2. Ttisnot intended to be a full meeting but used as a supple- ment to other methods. Examples or Applications Buzz groups are most frequently used in combination with the lecture method, which enhances both techniques. Buzz groups ‘can be used to solve a problem, decide on a question to ask the pre- Senter, or review information that has been previously reported. Once the buzz. group reports are given, the teacher has several options. Each recorder and leader can be asked to prepare a short sitten report on what was discussed, including any revisions made Guring the group discussion. The recorders can all get together and prepare a full report. Or, during the discussion that follows the but froup repors, the teacher can outline a plan of action based on. the findings of the groups. I necessary, the buzz groups can stay together and become study committees. The buzz group is an excellent means of getting total partic pation by large groups. With a well-prepared presenter and good dis- Pilssion, the buzz group can be a lively and effective means of learn- ing, Ryan (1992) points out that buzz groups are ideal for the explora- tign of topics and the revelation of individual and collective opinion.Buzz Groups ” References Bellon, j., Bellon, E,, & Blank, M. (1992). Teaching from a research knowledge base. New York: Merril Holmes, D,, & Mortensen, M. (1983). Discussion techniques for adult educa- tors. Utah State University, Conference and Institute Division. (ERIC Document Reproduction Service No, ED 245 065) ‘The Professional Teacher Education Module Series. (1984). Employ brain- storming, buzz group, and question box techniques (2 ed., Module C-3 of Category C—Instructional Execution). Columbus: Ohio State University, National Center for Research in Vocational Education. (BRIC Document Reproduction Service No. 244 136) Ryan, C. (1992). Case studies in teacher education: A series for working with stu- dents at risk. Wilberforce, OH: Central State University. (ERIC Docu- ment Reproduction Service No. ED 358 063) Williams, D. (1983). Using the discussion group technique in the ESL. conversa- tion class. (ERIC Document Reproduction Service No. ED 230 022)8 13 PROVEN WAYS TO GET YOUR MESSAGE ACROSS The Buzz Group Planning Sheet Date:, Time: Site: Overall Purpose(s) of Session: Objective(s) of Buzz Session: Issue(s)/Question(s) for Group Discussion: 1. 2. 3. Group Formation: Group Size: Directions for Forming: Directions for Group Participation (including discus- sion and sharing phases): Set-up Needs: Handouts: Summary Notes: Ernest W- Brewer 13 Proven Hy o Get Your Messe Acrss. Copyright © 1997, Corwin Press, IneBuzz Groups 79 The Buzz Group Evaluation Sheet (€You may wish to have someone else consider these items, as well as evaluating yourself) Was the purpose of the group appropriate for the overall Purpose of the learning session? __ Yes _No (Explain) Were directions for forming the group followed? _Yes __No (Explain) Was the issue/ question for discussion clearly explained? —Yes _No (Explain) How well did each group remain on task during the discussion time? How well did each group share its thoughts with the entire group? ‘(¢How adequate was the time allocation for - «group discussion? +++ group sharing? How well clid the classroom practitioner bring summary/ conclusion to the overall session? Were set-up arrangements satisfactory? _Yes __No (Explain) Ifhhandouts were needed, were they .». available? - «Satisfactory? What was the best aspect of the overall session? ‘Suggestions for improvement: Fnmest W. Brewer, 13 Proven Ways fo Get Your Messige Across. Copyright © 1997, Corwin Press, inc.