Tag Archives: small-group activity

Stimulating Small-Group Discussion Activity 6: Happiness Is Not the Same in the East and West

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

  • Many of the Asian students were surprised at how much Westerners think about happiness.
  • They enjoyed comparing with their classmates what made them feel good, and they realized that they were often quite different.
  • Some students were surprised that some of their classmates actually were uncomfortable with the idea of feeling happy.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their own experiences about the topic.
4) Small-group discussions of the article in which each student is given a paper with different questions in the form of Student A, B or C.

About Discussion Activity 6: Happiness Is Not the Same in the East and West (and the handout).

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Conversation Technique for Lighting Up the Pleasure Centers in Your Students’ Brains

Maybe this is why students tend to love their ESL classes.

We can actually include something in our lessons that will fire up the reward brain circuits in our students’ brains.  However, there can be a downside to this.

Neuroscientists at Harvard found that people’s brain reward circuits lit up when they were talking about themselves.  Amazingly, doing this can trigger the same sensations of pleasure in the brain as food, money or sex.

In other words, talking about ourselves feels good.  In fact, it feels so good that participants in a study were willing to accept 25% less money if it meant that they could talk about themselves rather than talk about someone else.

This research has interesting implications for our ESL classes.

We now know how to help our students enjoy conversation activities, and that’s good.  However, it’s not as easy as it sounds. Apparently, some students like the brain pleasure they feel so much that they can’t stop themselves from dominating conversations talking about themselves.

Techniques to encourage conversations/discussions but that keep students from dominating the activities.

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Stimulating Small-Group Discussion Activity 5: Who Affects Us More: Parents or Peers?

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) Before reading this article, many students just assumed that parents affected us more than peers.

2) They seemed interested to hear about the relationship their classmates had with their parents and peers when they were younger.

3) They were surprised by the findings of the research in the article about how peers affect each other.

4) They enjoyed comparing, agreeing and disagreeing with their classmates about this controversial topic.

Here is the basis for this discussion: psychologist Judith Harris, in her book The Nurturing Assumption, discusses research which she believes shows that our actions, beliefs and preferences are influenced more by our peer than by our parents.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.

2) Ten true-false comprehension questions.

3) Pre-Discussion Exercise in which students read and think about several questions about their own experiences about the topic.

4) Small-group discussions of the article in which each student is given a paper with different questions in the form of Student A, B or C.

About Discussion Activity 5: Who Affects Us More: Parents or Peers? (and the handout).

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Stimulating Small-Group Discussion Activity 4: People Will Like You More If You Ask Follow-up Questions

Discussion triads

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) They were surprised that some of their classmates’ cultures have different norms about asking questions.  In some of their cultures, it’s actually discouraged.

2) They realized that in order to make and maintain friendships with Americans, it’s a good idea to ask questions.

3) They enjoyed comparing theirs reaction to speed dating.

4) They liked comparing dating in their different countries.

A very important result from this discussion

After this discussion, I noticed students applying what they had learned by asking many more follow-up questions during all small-group discussion.

(This posting includes a handout which you are welcome to use with your students.)

Here is the basis for this discussion: According to research, people who ask questions, especially follow-up questions, will be considered more likeable.  The one-page article describes the results from a speed dating study and from an online chat study.  The researchers found that the participants who asked the most questions during a conversation with other participants got the most invitations to have a date or were rated as more likeable.  The article explains why asking questions has this positive effect.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.

Stimulating Small-Group Discussion Activity 3: People Will Like You More If You Ask Follow-up Questions (and the handout)

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