Student

Learning
Centre

DISCUSSION SKILLS FOR

TUTORIALS & SEMINARS

University tutorials and seminars and your future work environments require you to work with other people in an
effective manner. People skills are an important feature of any community or institution, as organisations in which you
will be working need team players rather than individual contributors. Being a team player requires your contribution in
professional work meetings and presentations. One of the key instruments in working with others is to have the ability
to use the art of consultation.
University life provides the avenues of tutorials and seminars through which you can learn and practise the art of
consultation by discussing your course material, which will demonstrate, expand and elaborate on your understanding.
Active participation in tutorials prepares you not only for your course content but also for future professional work
opportunities.

THE PURPOSE
Group discussions:

provide an opportunity to ask questions and clarify issues regarding your course content and assessment tasks

improve language skills

build confidence in speaking and presenting at seminars and tutorials

facilitate sharing of ideas/opinions and thoughts

allow you to receive feedback

build on current knowledge

assist in the making of decisions within groups

create new knowledge and understanding

stimulate workplace problem solving

help you to prepare for your assignments

help groups to reach a consensus/ conclusion

investigate the truth

increase understanding and knowledge

assist with the implementation of new ideas

ensure an effective tutorial session which contributes to an effective learning experience for all

offer an opportunity for student-to-student learning to take place

provide the opportunity to discuss how theory applies to reality.

TOOLS
In order to participate successfully and effectively in group discussions, you need to develop the ability to:

think critically and analytically

practise active listening

speak clearly and confidently

see the bigger picture

see the problem/issue from multiple perspectives

observe diligently

structure thoughts/suggestions and evaluate examples

voice and justify an opinion.

Discussion Skills

10/2012

SLC

1 of 4

ATTITUDES

Be respectful

Put forth your idea(s) honestly and openly with courtesy

Be detached from your suggestion/opinion understand a negative response is directed towards your
suggestion/opinion and not yourself

Be open to other peoples points of view and understand that other people might hold different views based on
their value system and cultural background

Put forward your ideas positively, in a constructive and encouraging manner

Encourage others to contribute and commend other students contributions

Keep your body language friendly.

STRATEGIES FOR IMPROVING

Be an active listener

Make eye contact with participants

When contributing, speak to everyone not just to the tutor

Speak up so everyone can hear you

Make friends with your fellow students by learning their names

Observe good speakers and learn from them

Do some preparation before going to tutorials, so that you have something to talk about

If you do not understand, ask

Think about your contribution before you speak. How best can you answer the question/contribute to the topic?

Try to stick to the discussion topic. Do not introduce irrelevant information.

OVERCOMING YOUR NERVES

Ease your way into active participation in the discussion. Asking questions during tutorials is welcomed by the tutor as it
shows your interest in the topic. Each time you contribute during tutorials you will find that your confidence will
increase. Set yourself achievable goals for communicating in a tutorial. You can start by asking simple questions
about content or saying I dont understand what is expected by , or I dont understand the point being made on p. 3
of the reading, to stimulate discussion.
When there is the possibility of working within a group, you can start by asking simple short questions in response to
participants remarks, such as:

Can you please expand/elaborate on that point?

Can you please provide more information?

Can you please repeat your answer?

Discussion Skills

11/2012 SLC

2 of 4

You can also:

agree with what someone has said

disagree politely with what someone has said and give reasons for your differing opinion

give an example of the point under discussion

summarise the points which you have understood and ask clarifying questions.

You will progressively find that you can:

respond to a question that is asked of the whole group

relate what has been said to other points discussed earlier.

LEADING A GROUP DISCUSSION

Suggest to the group to establish ground rules (such as to be respectful and/or listen attentively to others) for creating
an emotionally, intellectually and spiritually uplifting environment for discussion. The ground rules will promote good
interpersonal relationships and will help participants to observe emotional maturity and balance.

When you are leading a discussion:

initiate the group discussion

guide the group when the discussion begins to lose relevance

encourage all members to participate in the discussion

be more people-centred and less self-centred

remain objective

develop the ability to empathise

discuss in a non-threatening manner

be a team player, always maintaining the vision of the ultimate goal of the discussion.

When you get an opportunity to present a tutorial paper:

check the physical environment and equipment

have a clear structure for your presentation, with an introduction and conclusion

relate your presentation to the overall course content

observe the time limit given to you by your tutor

include all the relevant information within the specified time frame

engage the interest of the audience by:

preparing relevant quizzes, using maps, graphs, charts, photos, sound recordings, audio-visuals or
inclusive small group activities
avoiding reading directly from your notes
maintaining eye contact with your audience
varying tone and pace

rehearse your presentation in front of your friends to check your timing and to receive constructive feedback

prepare for questions which may be asked following your presentation.

Discussion Skills

11/2012 SLC

3 of 4

REFERENCES
Academic Enrichment Services 2008, Language and learning skills unit, viewed 26 June 2008,
<http://www.unimelb.edu.au/llsu/resources/study/estudy005.html>.
Ascent Education, An IIM Alumni Venture 2006, IIM group discussion (GD) skills evaluated, viewed 24 June 2008,
<http://gdpi.ascenteducation.com/india-mba/skills.shtml>.
British Council BBC, Teachingenglish 2008, Group discussion skills, viewed 24 June 2008,
<http://www.teachingenglish.org.uk/think/articles/group-discussion-skills>.
Flinders University Adelaide Australia 2008, Types of tutorials, viewed 26 June 2008,
<http://www.flinders.edu.au/teaching/support/sessional-teachers/types-of-tutorials.cfm>.
LAS, La Trobe University 2007, Academic language and learning skills, viewed 26 June 2008, <www.latrobe.edu.au/learning>.
The University of Melbourne, Academic Enrichment Services, Language and Learning Skills Unit 2008, How to get the most out of
tutorials, viewed 26 June 2008, <http://www.services.unimelb.edu.au/llsu/resources/study/estudy005.html>.
The University of New South Wales, Australian School of Business - Education Development Unit 2008, Participating in tutorials,
viewed 26 June 2008,
<http://www.business.unsw.edu.au/nps/servlet/portalservice?GI_ID=System.LoggedOutInheritableArea&maxWnd=H_EDU2>.
The University of New South Wales, The Learning Centre 2008, Discussion skills for seminars and tutorials, viewed 26 June 2008,
<http://www.lc.unsw.edu.au/onlib/pdf/disc.pdf>.
University of Canberra: Academic Skills Program 2006, Making the most of tutorials, viewed 26 June 2008,
<http://www.canberra.edu.au/studyskills/learning/tutorials>.

STUDENT LEARNING CENTRE

REGISTRY BUILDING ANNEXE
TEL: 61-8-8201 2518
E-MAIL: slc@flinders.edu.au
INTERNET: http://www.flinders.edu.au/SLC
POSTAL: PO BOX 2100, ADELAIDE, SA 5001
Discussion Skills

11/2012 SLC

4 of 4