Academic Listening and Speaking(Level 5):

The Panel Discussion Presentation

Introduction to the Panel Discussion:  The Panel Discussion is a formal presentation that combines the skills of giving a speech and engaging in questions and answers based on the presentation’s subject matter. A Panel consists of 4 –5 members, each responsible for presenting one aspect (sub-topic) of the main subject matter (main topic). You will be presenting information to students in order for them to prepare for these presentations starting Monday, July 19th.

 Purpose: To experience working within a collective and in so doing, learn how to delegate and take responsibility for tasks.

 Procedure:

1. Distribute the handout entitled ‘Panel’
2. Introduce the first page, which outlines the skills used in the Panel Discussion. Also, go over the definition of the Panel with students, emphasizing that the choosing of the subject matter is important. It should be general enough as to be easily divisible into four or five sub-topics, each assigned to one of the panel members, with the exception of the Moderator. Each group will have one Moderator, collectively appointed. Continue the introduction on the next page to the end of ‘Why Practice a Panel?’ (There’s no need for you to introduce the Assignment Overview or subsequent exercises, though it would probably be a good idea for you to read it for yourself in order to become familiar with the Procedure). Unlike what is indicated in the handout, the Panels will be formed by the students themselves, not by the instructor, although the instructor should ensure that there’s an equal mix of the various cultures and, if possible, gender distribution.
3. Read the section ‘Choosing a Topic and Forming your Panel’ (p.99) for yourself in order to become familiar with the Procedure of this exercise. Inform the students that they are responsible for choosing one Moderator from amongst their panel after they have finalized forming it.
4. Introduce to the students the section entitled ‘Guidelines for the Panel Moderator’ (p.100). In addition to the information provided, you should also let students know that the Panel Moderator is responsible for organizing their groups, deciding on meeting/research dates, and providing overall leadership. However, the Panel Moderator cannot dictate which topic the group will do. There must be consensus regarding that decision. If there isn’t, then the collective must either re-organize that topic to suit everyone in the group or change topics altogether. Emphasize the importance of input from everyone in the group when choosing a topic, ensuring the subject matter be one in which all are interested.
5. Introduce to students the Procedure of the Panel Discussion itself (p.101), starting with Assignment 3: Introductions. There’s no need to assign this exercise to the students but rather to refer to it in outlining the Procedure involved in the introduction of panel members by the Moderator.
6. Introduce to students to Assignment 4: Presentation. There’s no need to assign this exercise to the students but rather to refer to it in outlining the Procedure involved in the presentation of each sub-topic by panel members (omitting step #1). Each panellist will have a maximum of 5 minutes to speak. Note that the Moderator doesn’t actually present a sub-topic but rather introduces the main topic (3 mins. max), concludes it (3 mins.max), and generally facilitates the entire proceeding by introducing each panellist at the start of their presentation and thanking them at the end of it.
7. Introduce the ‘Guidelines for Panel Audience Members’ to inform students of their role as active audience members (p.102).
8. Distribute the handout on ‘Useful Phrases in a Panel Discussion’. Highlight each phrase or expression, focusing on the various contexts in which they’d be used. On the next page, focus on how to ask good questions, using a calm voice, and a non-confrontational stance. Emphasize the need to understand that there are no ‘wrong’ answers.
9. Distribute the ‘Panel Discussion Individual Assessment Form’ to each student. Indicate that they should keep them until the time when it is their turn to present, at which point they will submit it to the instructor in order to be assessed. They should pay attention to the criteria on this sheet, so they will know on what they will be marked.

Additional Information:

Each panellist will have 5 minutes to speak

1. A sign will be held up indicating the 3-minute as well as the 5-minute mark. Each panellist must speak for a minimum of three minutes and a maximum of five. If a panellist fails to comply with these minimum or maximum time restrictions, they will lose one point per minute that they’re either below or above these restrictions.
2. Students must submit a copy of their ‘Worksheet 1/Preparing an Introduction’ upon completion of their presentation. They will be graded on this.
3. You may give the students a library day: a seminar class at the library where they can start the research involved in finding out more about their topic. However, don’t feel obliged to.

Forming Each Panel:

Have students decide which group they want to belong to. Instructor should ensure that there’s an even mix of cultures and genders. In particular, ensure that there isn’t any group that’s comprised of only one cultural group. Part of the purpose is that any discussion that ensues from the research project should be conducted in English.

Scheduling Each Panel Discussion Presentation:

1. The presentations will take place starting Monday, July 19th, with one group scheduled to present per day.
2. Each panel discussion presentation will take approximately 30 minutes to complete, including the questions-and-answer forum.
3. Groups may volunteer in the order they will present. If no group volunteers, assign a number to each group with a corresponding number written down on a piece of paper. Fold each piece of paper and put it in a hat or paper bag. Shake up the numbers, pulling each out from the bag. The order in which these numbers are pulled out of the bag determines the order in which each group will present. Write down these dates along with the group’s number.
4. Encourage students to start as early as possible on their research and planning Procedure. Given the enormity of this project, it’s important that they devote as much time to the preparation Procedure as possible. Encourage them to meet regularly, with the Moderator scheduling these meetings. Re-iterate the need to consult with the instructor during the preparation Procedure (I should be back by the time they are well into their research).
5. Re-iterate the importance of doing original – as opposed to plagiarized – work (a bibliography needn’t be submitted) and the necessity of using multiple resources, not just one (discourage an over-dependence on the internet).