Chapter 17: Ideas & Materials for Instruction
CHAPTER 17: Speaking and Deliberating in Groups
Overview Objectives Ideas for Instruction
Introduction
p. 351
Discussion questions:
17a
Understanding Public Deliberation
Engaging in Dialogue ·Benefits of
Public Deliberation ·Potential Problems
pp. 351–356
17.1 Explain the role, importance,
and potential benefits of public
deliberation.
Discussion questions:
17a; 17b; 17c
Lecture: 17a
Group Structures that Encourage
Dialogue and Deliberation
Study Circles ·Town Hall Meetings ·
National Issues Forums
pp. 356–360
17.2
Describe group structures that
promote effective deliberation and
dialogue.
Activities: 17a
Lecture: 17a
Factors that Influence Effective
Group Deliberation
Conflict ·Role Structure ·Tolerance of
Dissent ·Status and Power ·Leadership
pp. 360–366
17.3 List some of the factors that
influence how deliberative groups
function.
Activities: 17b
Lecture: 17a
Group Presentations
17.4 Discuss how to prepare and
Ideas for Instruction
As noted elsewhere, you will not be able to cover everything in the text—nor should you attempt to (i.e., “The
more we teach, the less they learn.”). I always “assume” students have read the assigned reading and that my job
as an instructor is to highlight a few, select ideas from the reading (or to introduce supplemental material) for
students to contemplate, reflect upon, and apply. My goal is to help them build meaning and internalize what they
have learned, retaining it for future use.
What follows are ideas for how some material might be treated through discussion and activity. My
selections are ones I typically highlight in my own classes—depending on how much time I have to devote to a
chapter. In light of larger class sizes (which require more days per speech round), I rarely can spend more than 50
minutes per chapter. There are only so many days in the semester, after all.
For each activity or discussion item I offer, I also estimate how much time it would require. The actual time
required, of course, is going to vary from section to section depending on what students come up with and where
Chapter 17: Ideas & Materials for Instruction
Discussion Questions. Use these to stimulate discussion and prompt reflection. As students process the material
at a deeper, more meaningful level, they likely will offer interesting observations or pose provocative questions of
Discussion Question 17a
Approximate time required: 3–5 min.
Why is it important for you to be knowledgeable about deliberating effectively in groups?
Students likely will note the personal as well as public importance for being able to deliberate effectively in
groups. The personal benefits include how well they will perform in the career setting, since so much work is
now done by teams and collaboration. The public importance is that they can contribute constructively to
groups that serve the public interest in their community, helping to resolve the community’s problems. Being
able to work effectively in group settings will enable them to participate more meaningfully in public affairs.
They can help identify and address what needs to be acknowledged and managed for the greater good.
Discussion Question 17b
Approximate time required: 4–6 min.
What does it mean to communicate in a “spirit of equality”? How does dialogue compare to debate? How can one
communicate in a spirit of dialogue?
A spirit of dialogue embodies the objective that participants think together. Thinking together involves listening
deeply and with empathy to other points of view, attempting to identify with other participants’ perspectives
and striving to understand what they are saying. One attempts to transcend his or her private ideas and interests
to consider those of others and the whole.
Discussion Question 17c
Approximate time required: 5–7 min.
What are the potential benefits of public deliberation for its participants? What are the potential downsides?
Chapter 17: Ideas & Materials for Instruction
stronger sense of community identity, are more interested in politics and social issues, and are more deliberative
in their political conversations. They become more involved/engaged, donating time and money and creativity
to help address their community’s needs and problems, as well as those beyond their immediate community.
As for the potential downsides, students will likely recall that public deliberation does not always yield positive
Participatory democracy . . . depends on the quality of communication in
which choices are identified and decisions are made. And this quality
requires that we treat public communication as more than just a decision–
Suggested Activities. Use these “hands-on” applications to get students actively involved with the material. What
we suggest often requires students to synthesize what is covered in the chapter, as well as what they were to have
learned from other chapters.
Activity 17a
Approximate time required: 30–35 min.
Help students understand the most widely used group structures for public deliberation. To do so, have them work
in groups of four or five to compare and contrast study circles with National Issues Forums. What emerges should
resemble the table below. After they have developed a profile for each of the two, have them identify one or more
topics that their community might fruitfully explore through one of the formats and explain why that format
would lend itself well to that topic.
Study circles National Issues Forums
8–12 participants
highly mixed backgrounds/subcultures
guided by impartial facilitator
convene multiple sessions
small groups to town-hall meetings
highly mixed backgrounds/subcultures of individuals
and groups
guided by a moderator and informed by an issue book
meet once, a few times, or on an ongoing basis
Chapter 17: Ideas & Materials for Instruction
Activity 17b
Approximate time required: 25–30 min.
Help students understand and internalize the various factors that influence effective group deliberation. To do so,
have students work in groups of four or five. Number the groups and assign each group the topic that corresponds
with their number. Have each group answer the questions entered below.
Questions:
How might the factor your group is assigned influence the effectiveness of any deliberative group?
What concrete examples can you provide from your own group experiences?
Group one: Conflict
Group two: Role structure
Group three: Tolerance of dissent
Group four: Status and power
Group five: Leadership
Compare students’ responses with the following (based upon what is covered in the text), and supplement as
needed.
Group one: Conflict
Conflict is nearly inevitable during deliberation because we do not all view things similarly, and we may not
share the same goals. There are a whole host of other reasons as well, ranging from competition for scarce
resources to being misinformed or misunderstood. Regardless of the source(s) of conflict, it should be viewed as
Group two: Group role structure
Each group member should put the interests of the group over her or his own interests and take on a variety of
roles to help ensure constructive outcomes. Roles consist of two principal types: task roles and group building
and maintenance roles. Task roles involve communicating with others in a manner that helps facilitate
Group three: Tolerance of dissent
A group should recognize that dissent can be good. Anyone who is reluctant to go with the flow may have an
idea or information well worth considering. Their input, even if “unwelcome,” may very well help the group
understand something better and formulate a better way to address it. Too often we are in a hurry or impatient,
and we rush something to our own detriment and to the detriment of others. Hence, a group should not merely
Chapter 17: Ideas & Materials for Instruction
This group will also discuss group cohesiveness, noting that if we have a long history of interactions
with fellow group members and tend to think alike, we (and our group) are likely to be less creative as
well as more narrow-minded. We may be under the illusion that great minds think alike and that any
who disagree with us likely are wrong. We may become too comfortable with our group’s ability to
Group four: Status and power differences among group members
The extent to which a group can function productively depends a lot on how those with the greatest power and
status conduct themselves. Those in positions of power or with high social status must treat those with lower
Group five: Leadership
Leaders are in a position to encourage and empower others. They can insist on hearing from everyone. They can
insist on hearing dissenting points of view and encouraging constructive conflict. They can create a climate of
shared leadership, shared problem solving, and shared responsibility for the outcome of the group’s
Activity 17c
Approximate time required: 20–25 min.
Help students distinguish between a panel discussion and a symposium by having them work in groups of four or
five. Each group should compare and contrast these two forms of group presentations. After ten minutes or so, go
The list on the board would likely resemble the following:
Panel discussion Symposium
Participants interact directly and spontaneously
under the guidance of a moderator.
Each participant is designated a specific time
to speak within a succession of speeches.
Chapter 17: Ideas & Materials for Instruction
Activity 17d
Approximate time required: 12–15 min.
Help students reflect upon the various guidelines for effective participation. To do so, have them work
with a partner or small group to discuss the guidelines and possibly add to them. Have students respond to
the following questions:
Which of the guidelines for deliberating in groups are especially important? Why?
What additional guidelines might you add? Why?
Students should recall the following guidelines:
Prepare carefully for each meeting. Be as knowledgeable as possible by doing the appropriate homework and
reflecting upon any relevant experiences one has had. One should also anticipate important issues that likely
will arise and what her or his view would be and why.
Adopt a collaborative attitude and participate actively. Approach the interaction with a spirit of collaboration,
recognizing—first and foremost—one’s responsibility to consider other views and to seek common ground and
work with everyone to better understand the situation and address it.
Keep an open mind. Enter the discussion with an open mind and strive to maintain an open mind as the
discussion ensues. State your own views with some degree of tentativeness to show your willingness to consider
other’s views. If others persuade you, don’t hesitate to change your mind.
Pay attention to nonverbal communication and listen carefully. If possible, arrange chairs or otherwise
Play different roles. Rather than limit yourself to one or two task roles or to one or more group building and
maintenance roles, jump in as needed in whatever role is needed.
Lecture Ideas. Some elements in the chapter lend themselves to careful review and/or some supplemental
material. Either way, you’ll amplify something that deserves amplification. We’ll offer some suggestions, often
providing one or more corresponding PowerPoint slides.
Lecture 17a: Use one or more of the slides from the PowerPoint slideshow that accompanies this chapter and
prepare your own examples as illustrations of the concepts featured on the slide(s). Break up the “lecture” by
including some of the discussion questions we provide and/or an activity or two. Any individual slide can
function as either a preview or review of an activity or discussion item.
Chapter 17: Ideas & Materials for Instruction
Exam Items. Testing, of course, can be an important part of instruction. We provide numerous, high-quality
multiple-choice items in our test bank. We also offer several short-answer items and essay items. These often can
double as in-class discussion items or activities or lecture material (and it is a good idea to cover something in
class, if you are going to test on it later with a short-answer or essay item!)
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Chapter Outline: Chapter 17: Speaking and Deliberating in Groups
Chapter Intro:
By speaking out in public, we fulfill one of our most important responsibilities as citizens: to
work together with our fellow citizens to build stronger communities and a better world. In many
instances, listeners are not passive receivers but active participants in a discussion. The process
I. Understanding Public Deliberation
Learning Objective 17.1—Explain the role, importance, and potential benefits of public
deliberation.
A. The concept of public deliberation grows out of democratic theory.
1. According to political scientist Simone Chambers, the theory of
2. Although the act of voting itself is a personal decision, the process of
4. Public deliberation is the process through with democracy is enacted.
B. Communication scholar John Gastil defines public deliberation as “judicious
argument, critical listening, and earnest decision making.”
1. Philosopher John Dewey described full deliberation as a careful
C. Public deliberation focuses on discourse among citizens—as they engage in dialogue,
explore ideas, and strive to reach common understandings and agreements about
community problems or courses of action.
1. Public deliberation is a real measure of civic engagement—as much so as
2. Deliberating with others provides the opportunity for citizens to develop
Chapter 17: Ideas & Materials for Instruction
D. Public deliberation takes many forms.
1. It can happen in formal, large settings, such as a town hall meeting.
3. Private, face-to-face exchanges, phone conversations, e-mail exchanges,
and Internet forums can also be forms of public deliberations.
4. The U.S. Department of Education recently released a report calling on
E. Engaging in Dialogue
2. Deliberative dialogue differs from other forms of public discourse because
3. When participating in deliberations, it’s important to approach the
4. The deliberative process usually revolves around problem solving, but it
5. Deliberative dialogue is aimed at establishing a framework for mutual
6. When the deliberative process works well, it links people’s private ideas and
F. Understanding How Deliberative Dialogue Works
1. While there is no fixed procedure for organizing a deliberative dialogue,
certain steps or stages are fairly typical.
a. A facilitator welcomes participants, invites self-introductions, and
quickly reviews the guidelines for dialogue.
b. Participants then enter into exploratory dialogue—a potentially
awkward time when some sit back and watch or express their
views tentatively, perhaps sizing up others in the group or
scrutinizing the procedures.
c. The dialogue will eventually shift to purposeful deliberation.
1) Conflict and disagreement are almost certain as the group
2) Participants help generate productive dialogue when they
3) Participants advance a spirit of dialogue by giving everyone a
4) Finally, participants show their commitment to dialogue by
2. Deliberative groups come together for different reasons and with different
outcomes in mind.
3. Sometimes, the “presence of some transforming moment, or critical
turning point” can break participants out of their own point of view and
prompt them to entertain the possibility of developing a collective
understanding of the issue at hand. London says this transformative
moment distinguishes an extraordinary dialogue from an ordinary one.
G. Benefits of Public Deliberation
1. The potential benefits of public deliberation are many.
a. Citizens will become more engaged and active in civic affairs.
b. Tolerance of opposing points of view will increase.
2. There is considerable evidence that public deliberation can, under the right
circumstances, produce impressive results.
H. Potential Problems
1. Much depends on participants’ expectations, the deliberative format used,
3. In cases where deliberative forums do not go well, participants may end
up feeling even more powerless and ineffectual.
4. Facilitators must be well trained and skilled, capable of providing
adequate structure while allowing plenty of room for the exploration of
diverse ideas.
a. They must be able to help group members achieve a sense of
closure.
II. Group Structures that Encourage Dialogue and Deliberation
Learning Objective 17.2—Describe group structures that promote effective deliberation
and dialogue.
A. Study Circles
1. The Study Circles Resource Center (SCRC) was created by the Topsfield
3. Diverse perspectives are encouraged.
5. Participants are encouraged to listen attentively and build relationships.
7. Individual study circles are often part of a community-wide effort in
which a number of study circles meet simultaneously to address an issue
of common concern.
a. Community-wide study circles are designed to involve a whole
B. Town Hall Meetings
1. Traditionally, a town hall meeting is a gathering where the citizens of an
entire geographic area are invited to deliberate over administrative,
political, or legislative issues.
2. Today, however, town hall meetings are not truly deliberative forums,
Chapter 17: Ideas & Materials for Instruction
3. Organizations that help communities organize and conduct town hall
meetings suggest these guidelines for organizing a productive meeting:
C. National Issues Forums
1. National Issues Forums (NIF) is a nonpartisan, nationwide network of
locally sponsored public forums on important public policy issues.
3. Formats are varied and may include large groups or smaller groups.
5. Prior to coming to the forum, participants study issue books that contain
factual information and outline a few available policy choices.
III. Factors that Influence Effective Group Deliberation
Learning Objective 17.3—List some of the factors that influence how deliberative groups
function.
A. Conflict
1. Whenever people deliberate about important and controversial issues,
conflict is likely to occur.
3. In public life, conflict is inevitable.
5. Public controversies are often wrongly treated as zero-sum games, in
6. Whether conflict functions in a positive way depends on how it is viewed
and managed.
7. Conflict is not so much to be avoided or feared as managed constructively.
B. Role Structure
1. The norms that develop in deliberative groups typically suggest (or
require) appropriate modes of conduct for all group members.
3. The importance of various roles and deliberative functions varies from
4. Task roles contribute to the group’s ability to solve problems, make
decisions, exchange information, and resolve conflicts.
6. Some group members occasionally assume negative or destructive roles—
7. In general, when positive roles are enacted and shared in deliberative
groups and negative roles are minimized, groups have more constructive
outcomes, including enhanced morale and better decision making.
C. Tolerance of Dissent
1. Sometimes citizens lose patience with the deliberative process.
3. We are more likely to conform to group pressure when we are in situations
4. Both situational and individual factors play a role in how one responds to
group pressure.
5. The way in which those in the minority articulate their views can make a
huge difference.
a. Being well informed and speaking articulately and respectfully
may allow minority members to have more impact.
D. Group Cohesiveness
2. Although cohesiveness may function positively, it can also lead to
intolerance of dissent and impaired decision making.
3. Groupthink is defined as “a model of thinking that people engage in when
4. A number of negative qualities can commonly lead to groupthink,
5. With appropriate vigilance, cohesiveness can contribute to constructive,
satisfying group outcomes.
E. Status and Power
1. Group members will vary in their status (the value or importance
2. The bases of power are many.
a. Some people are powerful because they have the capacity to
reward or punish.
3. If group members do not communicate as equals, the inequality can serve
as an obstacle to effective interaction and decision making.
F. Leadership
1. Leaders of deliberative groups are in a position to encourage and empower
2. Although there are many factors to consider when choosing a leadership
3. Leaders need to take some direct actions to make their groups healthy and
effective.
a. Assign everyone the role of critical evaluator.
b. Avoid stating personal views, particularly at the outset.
IV. Group Presentations
Learning Objective 17.4—Discuss how to prepare and present your ideas in a public
discussion.
A. Panel Discussions
2. No one participant delivers a long, formal speech.
4. Here are some guidelines for participating in panel discussions:
a. Know the group.
B. Symposium Presentations
1. Discussants prepare brief speeches representing their viewpoints.
3. The symposium leader usually introduces the group members and
4. During the actual discussion, there should be no need for the moderator to
5. Here are some guidelines for preparing a symposium:
a. Know your assigned topic.
V. Guidelines for Deliberating in Groups
Learning Objective 17.5—Describe the attitudes and communication behaviors
associated with effective group deliberation.
A. Prepare Carefully for Each Meeting
B. Adopt a Collaborative Attitude and Participate Actively
1. Avoid making judgments in advance of the group’s deliberations. Allow for
2. Every group member must take an active part in the discussion and the activities
C. Keep an Open Mind
1. Encourage the group to explore a broad diversity of opinions and viewpoints.
D. Pay Attention to Nonverbal Communication and Listen Carefully
2. Research shows that effective groups are careful in the way they explore ideas
and evaluate alternatives.
3. Good group members take each other seriously and have a healthy respect for one
another, but they are not afraid to challenge each other’s ideas.
E. Play Several Different Roles
1. When roles are shared and participants play several different roles (from
information giver to harmonizer), everyone benefits.
F. Focus on Substance, Not Personalities
2. Overcoming personality differences is an ethical responsibility of group members.
Chapter 17: Ideas & Materials for Instruction
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Instructional ideas for Chapter Seventeen
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