Roundtable The teacher poses a question having multiple answers, or gives each group a worksheet.

The group has only one piece of paper or worksheet, and perhaps only one pen. A student writes down one response, says it aloud, and then passes the paper or worksheet to the person on the left. The process continues in this way. Generating truth statements Groups of about four students create three endings to open-ended statements (e.g., "It is true of advertising that . . ."), then choose one or more to share with the class. Brainstorming Students offer responses to a posed question or issue within a given amount of time. The teacher (or other leader) keeps track of all responses, preferably on a chalkboard or poster. No criticism or elaboration is allowed until the brainstorming period concludes. Workshop During a workshop, time is allotted for students to work on and/or prepare for a specific task. The instructor is present to answer questions and to work with students as necessary. Workshops may also be used for the instructor to introduce and discuss new skills that students will need to use at a later time. Snowballing Students begin this activity by responding to questions or issues as individuals. They then create progressively larger conversational groups by doubling the size of their group every few minutes until by the end of the activity everyone is reconvened in the large group. Jigsaw Refers to dividing up the work or materials so that each group member does a part. No one has everything that is needed to complete the task. Each student has a portion of some set of needed information. In research students could be assigned a part of a famous person s life, an aspect of war, or the events leading to a discovery. Jigsawing can also be used to divide an assignment so that each group member does a part. The group can then split and find other class members who are going to research the same topic. After they have acquired information, they go back to their "home" group, and provide them with the details that have learned. No one has the complete piece of information, so this strategy builds interdependency. Group members need each other to obtain the full experience.

The Following suggestions can increase the effectiveness of discussion Insert questions for students in your notes to generate a discussion of points you believe to be important. You can motivate students to use the critical thinking skills needed to become

health literate. Encourage students to participate discussion. Recognize and affirm students for their participation. When a students asks a question that is relevant at the same time, give a short answer and assure the student that you will answer the question in greater detail at the appropriate time Have a plan of action to use when one or a few student discussion . For example: You might ask students who participated to wait until others have had a chance to participate before they speak again. -During student discussion, keep students focused on the topic being addressed, keep to the allotted time frame so that the lecture material is covered.