Group discussion plays a valuable role in the all-round education of students, whether in problem based learning and team projects or in the more traditional academic scenario of the tutorial or seminar. When it works well, discussion can allow students to negotiate meanings, express themselves in the language of the subject, and establish closer contact with academic staff than more formal methods permit. Discussion can also develop the more instrumental skills of listening, presenting ideas, persuading, and working as part of a team. But perhaps most importantly, discussion in small groups can or should give students the chance to monitor their own learning and thus gain a degree of self direction and independence in their studies.

All these worthy aims require active participation and the ready expression of ideas. Yet it frequently doesn't work out this way. Indeed many tutors too readily fall back on their reserve positions of authority, expert, and prime talker. Many of the problems associated with leading small groups effectively are likely to be exacerbated with larger groups. So how can we avoid the common traps?

If you are leading a group discussion you will need to consider both the configuration of the group and your own behaviour. …