One of the problem areas concerned how to deal with differences in grading among different facilitators.  Some facilitators are harder graders and students may feel that grading is somewhat unfair.  In addition, facilitators who grade harder are likely to get poorer evaluations.  One solution to this problem is to rotate facilitators periodically.  In this way, no group gets “stuck” with a hard grader and grades will “level out”.  In addition, students benefit from experiencing different facilitating styles.  However, changing facilitators too frequently may prevent groups from developing an appropriate comfort level with the facilitator and thus inhibit discussion, especially from students who are uncomfortable expressing themselves in the group setting.  

Discussion also ensued on how to get non-participants involved in the discussion.  A good approach is for the facilitator to try to draw these students into the discussion by asking them questions.  “Yes” and “No” questions, while not appropriate for eliciting information, may be useful “ice breakers” for timid students.  The adroit facilitator can then move into questions that require progressively more input from the students.

Discussion also delved into group size.  Feelings were expressed that groups of six to seven students seemed optimal.  Fewer students might not yield good discussion, especially if one or more of the students is timid.   A group that is too big can allow students to “hide out” and can also make students feel they are just part of the herd, rather than being a valued and integral member of the group.  

What denotes a good facilitator?  It is important to distinguish facilitating from leading.  A good facilitator enhances discussion without dominating and allows the group wide latitude to set the discussion agenda within the prescribed bounds of the topic.  It’s important for the group to develop a sense of ownership, a vested interest in the success of the discussion.  A good facilitator is adept at drawing everyone into the discussion and ensuring that the discussion achieves an appropriate depth of understanding.  This can often best be achieved through an appropriate use of questions to the group.  It’s also important that the facilitator project an aura of interest and enthusiasm in the tasks of the group.  If the facilitator seems detached and bored, why should the students be enthusiastic about the venture?