5 minutes per individual B u s i n e s s F i n a n c e
Students will lead discussion on one of the weeks reading chapter, where the activity Discussion Leader is listed.
1. Time: 5 minutes per individual for presentation on the assigned readings. No more than 10 slides PowerPoint* I expect each discussion leader will have read all required readings, so they have a context for leading discussion on the chapter 9. Using APA Style, in order to do the PowerPoint slides, you have to read the book chapters (9) I attach here.in the PowerPoint slides put a summary inside the add note what each slide is about.
The important thing is not how much time you need. It is your ability (competency) to state what is most important to know from the readings and to communicate it clearly and concisely. Get straight to the point. So, how do you do this you may ask? Answer: Read point 2 and 3 carefully. Also review the rubric I will use to evaluate you.
a) Read the assigned required material (e.g. readings, attachment chapter 9). Identify the author’s main argument or overall point, the overall question the author’s main argument answers, the reasons and evidence the author gives to support their argument, and the aspect of conflict (or violence, conflict resolution or peace) that is the author’s focus.
A good way of addressing these main elements of a text is to ask questions and jot down answers. For example, ask: What does the author argue in this chapter (book, video, podcast, article, etc)? What overall question is the author’s argument responding to? What reasons and evidence does the author give to support their main argument? What specific thing about conflict (violence, peace, conflict resolution, etc) does the author focus on or highlight? What is the purpose of each section? What does the author want the reader to know and understand well?
b) State your position clearly and concisely. What do you say in response to the author? Demonstrate your ability to read, reflect and contribute a thoughtful response. Your answer may be either one of the following: “I agree that/with….”; “I disagree that/with…….”; “I agree that….., however, I disagree that_____.” It is not enough to merely agree or disagree. Support your answer with one good reason.
3. Finally pose ONE good question. Yes, several questions come up as you read and worked on the assignment. Please note them down. However, notice you do not have much time and you do not want to overwhelm your audience with so many questions or throw them off! So, please look at the many questions you had and select one that is clear, brief (not long winded) and compelling. Tell your audience why you think it is important for them to consider or worth discussing. You can always return to what you wanted to explain in greater detail during the Q&A.
On the matter of a good question. Learning to pose a good question is an important conflict resolution skill. A good question is one that advances discussion or debate in a way that invites the audience to join you in thinking again about a conflict issue, or, generating new knowledge or insights, or expanding existing understanding and knowledge. It gets your audience’s attention. Engages them. Provokes thought and motivates participation.
So, how do I get to do this you may ask? A good way is to read your assigned readings carefully for the way the authors pose questions and/or respond to question posed by other scholars and practitioners in the conflict resolution field. Observe how they pose questions. Consider their questions carefully, especially their “fruitfulness” or potential to advance debate on a phenomenon of concern to a broader community of scholars and practitioners. Not all questions advance debate or open up new avenues of inquiry. For example, rhetorical questions, questioning the obvious, and questions that elicit an automatic NO or Yes. Think carefully about the questions you ask.