Project DISCUSS Methodology

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This section presents the specific pedagogy used in the DISCUSS in-service training model. It includes discussion of the teaching methodology, development of learning issues, feedback and facilitation of the model.

The methodology of the DISCUSS training model is based upon principles of adult learning. DISCUSS training model was designed and developed based upon the premise that adults learn best when they are engaged and when they take an active responsibility for their own learning.

The DISCUSS training model employs a problem based learning approach. Cases are presented to reflect real-life situations and issues. The case acts as a "surrogate" teacher. The cases provide a focus for learning and are the framework for discussion, which allow participants to recall what they already know, to quickly assess the limits of their knowledge and to formulate specific questions.

Participants explore the limits of their own and the group’s knowledge and that of the knowledge of the group as questions are asked and answered. Groups formulate questions and hypotheses and prioritize the importance of unanswered questions. Priority is based on the necessity of information to the outcome of the case and/or the participants’ desire to know the answers. Individual participants research unanswered questions or learning issues. Information obtained is shared with the entire group. In this way, the team members begin to rely on each other as resources and not upon the facilitators as content experts. All become actively involved in the learning process. The team applies new knowledge to the case and provides feedback about individual participation and contributions.

Within the DISCUSS training model, flexibility of teaching is encouraged to allow for diversity of learners within groups. In a group, facilitators are likely to encounter learners who will be drawn to one or more of the options suggested within the facilitator notes or within the cases themselves. Specifically, activities are suggested for imaginative, analytic, common sense and dynamic learners. Imaginative learners begin to understand cases and issues through reviewing what they already know. Responding to case questions and group discussions validates the experiences and knowledge of these learners. They quickly discern what they need to know in order to continue. Analytic learners prefer factual information and often enjoy researching various learning issues. Reporting back to the group and listening to others’ presentations allows analytic learners to learn and synthesize new information. Common sense learners require the "big picture" of a case or issue and learn best when concepts are reinforced through the use of videotapes, role-play or discussion of strategies and techniques. Dynamic learners prefer to personalize information to students they know. These individuals may learn a technique or strategy presented, attempt to use it in the classroom, during a therapy session, or at home and report to the group about the effectiveness of the attempt.

The cases, with accompanying suggested resources, are designed to accommodate a variety of adult learners. Each case includes ideas for the facilitator to provide for the diversity of learners within the group. All participants, however, are expected to be actively involved and take responsibility for their own learning.

Learning issues, or unanswered questions, are an important part of the DISCUSS training model. As participants begin to question themselves and others, they become active participants in their own learning. Formulating the questions becomes an important part of the reasoning and inquiry strategy. Prioritizing questions, researching answers and presenting results to the group also becomes an important part of this strategy. Teaching one another is an important part of the process of problem solving.

Elicitation of learning issues is initially the responsibility of the facilitator. Questioning the group is beneficial in keeping the group on task and focused. Some questions to pose to participants are:

What is it you want to know?

Why do you want to know this?

How will knowing the answer to this question be helpful to you?

Once questions are posed, the group determines what is known about the answer. The facilitator questions the group as to whether or not anyone has the answer. Questions such as "are you sure" assist the questioner and the group to assess the limits of knowledge.

Participants research learning issues using a variety of resources. Resources may include print materials such as books or articles, discussions with others who may have knowledge, Internet searches, videotapes, and others. It is important to spend time brainstorming the variety of resources available. For some, the thought of library research may be intimidating, however, other ways of accessing information may be more appealing. Participants report on chosen learning issues at the beginning of the next meeting time. Group members begin, in this way, to view each other as resources and content experts.

Each PBL session ideally ends with time for feedback. Feedback is an important part of the problem based learning approach. For most participants, this will be a new style of learning and there may be anxieties or fears about individual performance or about the group process in general. Allowing time at the end of each session for reflection is another way in which learners are encouraged to take responsibility for their own learning. All participants are encouraged to share thoughts about the content of the course, ideas about the process, needs and desires for changes and comments that are positive and constructive comments. Participants consider the quality of interactions, and share likes and dislikes about the process or content.

Initially, the facilitator models giving and receiving feedback. The facilitator may comment on the overall dynamics of the group and then move to individual performance. For example, "We seemed to do well initially but we got off track on question #3. I would like some feedback from the group as to what I could have done to have that move more smoothly". The facilitator should encourage the group to receive and give feedback. The facilitator may begin with group feedback and transition to feedback about individual performance. For example, " Mark, you gave valuable information regarding that question; I wasn’t certain where you were going with…" Such comments allow individuals to reflect on their own reasoning, problem solving abilities and ability to communicate effectively.

Initially, feedback may feel uncomfortable or unnatural but should become easier as the group observes the facilitator modeling feedback. Posing questions may assist the group to begin the process of giving and receiving feedback.

Questions That May Assist the Feedback Process:

What have you learned from today’s session?

What places in today’s session did you feel as though we really worked together as a team?

What places in today’s session did you feel "stuck"?

What changes do we need to consider as a group in order to make our time together more effective?

How well are we following the group norms; do we need to re-visit and make any changes?

The role of the facilitator is very different from that of a teacher. It is often difficult to shift from the teacher role as content expert whose job it is to cover information to that of a facilitator or tutor whose job it is to facilitate learning by empowering participants to assume responsibility for their own learning. Facilitators help participants formulate questions, encourage the pursuit of ideas and answers to questions and promote the establishment of a safe, comfortable environment in which learning may occur.

Facilitators assume many responsibilities in a PBL group. Some of these include:

Assisting in the development of team norms;

Understanding of the group process;

Monitoring the flow of discussion.

A. Team Norms

Assisting the group in the development of team norms is an initial responsibility of the facilitator. Participation, questioning and presentations are a critical piece of this process. The facilitator must, therefore, establish an environment that allows participants to feel both safe and comfortable in the learning environment. Team norms are developed by the group, and guide the group in how they wish to work together. Examples of team norms include:

Start and end on time;

All opinions are respected;

No interruptions and no side conversations;

All will participate.

Because these are team norms, there must be consensus from all members of the group before each norm is adopted. One participant may suggest starting and ending on time. If the group is questioned for consensus, however, someone may indicate that there may be an occasional need to leave early or come late. The group must then negotiate about what "start and end on time" means. In some communities, "start on time" means having a 15 minutes social gathering time as participants arrive and get organized for the session. In other communities, group members have agreed that if they need to be late, they will call and not expect the group to stop and catch them up when they arrive. Still other groups have thrown out the "start on time" altogether and agreed only to "end on time". Development of team norms occurs during the first session and begins the process of the team negotiating, questioning and sharing ideas about the solution to issues and problems.

B. Group Process

An illustration of the stages of group function may be found on page 13. Understanding how groups develop and change over time and the phases that a group may go through is helpful for facilitators conducting this course. Groups typically come together in the forming phase of the course. Participants are excited about the course information and being exposed to a new way of learning. With this newness comes some uncertainty as well. Because this methodology exposes the degree of the learner’s knowledge, participants may initially offer safe responses and there is generally agreement among participants. Groups may then enter into the storming phase of the process. At this point, participants have established a level of trust and comfort with each other. Consequently, facilitators may need to deal with conflicts among participants or disagreements about discussed solutions. Some participants may begin to feel that the course is not meeting expectations and that the process is uncomfortable. Still others may begin to ignore established group norms. Facilitators need to be sensitive to this phase of the group process and speak openly about conflicts, disagreements, and disappointments. The time allotted for feedback is an ideal opportunity to discuss such topics openly. Following such discussions, groups often become refocused and may both re-norm and re-form. Participants are now able to enjoy discussing divergent viewpoints. They also have a clearer idea about what the course will offer and are re-committed to gaining as much as possible. Facilitators who are aware of these predictable phases are able to move groups successfully through them when emotions and/or conflicts are evoked by cases or the practicum experience.

C. Monitoring the Flow of Discussion

Facilitators are responsible for the flow of the discussion and need to be aware of how much direction the discussion requires. Facilitators need to know when to request more information from the group and how much time to allocate to the discussion of any given topic. At times, facilitators may need to redirect conversation in order to continue with a case. The facilitator must decide whether the conversation is helpful to the participants or whether the issue is relevant only a limited number of group members. When this occurs, the facilitator may choose to quickly question group members as to the extent of their knowledge about the topic. As the group reaches the limits of its knowledge, unanswered questions may become learning issues requiring more research and study outside the group discussion. Being familiar with the cases and objectives contained within each case will assist the facilitator in determining the amount of time to allow any particular discussion.

The DISCUSS training model allows for divergent thinking among participants. The facilitator insures that all views are shared, asks questions about strategies that may be unfamiliar and encourages the group to consider all viewpoints. This may be necessary when discussion centers on philosophical approaches to treatment or dealings with families. A strong team member with a bias towards a particular philosophical approach may dominate a group unless the facilitator specifically questions team members about other ideas about /or approaches. Individual group members will be able to determine which approaches they prefer and which may be most useful in their homes, classrooms or practice if the facilitator encourages the group to consider a variety of approaches.

The Problem Based Learning methodology is a unique manner of teaching that takes into account a variety of learning styles. It actively engages participants in their own learning. The facilitator, rather than being a content expert, assists and guides the groups in their discussion.

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