forum

1. WEST BENGAL UNIVERSITY OF ANIMAL &
FISHERY SCIENCES
FACULTY OF FISHERY SCIENCES
An Assignment On,
FORUM, BUZZ GROUPS & ROLE PLAYING
FEX-222

2. Submitted to, Submitted by,
Dr. Biswarup Saha Soumya Sardar
Dept. of Fisheries Extension F/2015/ 37
B.F.Sc 2nd year
HUDDLE GROUPS:
It is difficult to get participation in discussion when large groups are involved unless the groups are for a time
subdivided into smaller groups. This can be done quite easily.
People normally form groups. Most informal discussion in the hotel lobby or after meetings is done by persons
in small groups. A group of five is a normal conversation group. Physically and psychologically members in a
group of five are close together.
The most common practice in using the huddle system is for the chairman to introduce the problem or issue,
clarify it if necessary, and then motivate the group to want to do something about it. When they are properly
motivated, he asks them to get their heads together in huddle groups of five persons and talk over the problem.
He suggests that one person be selected in each group to serve as leader and that they come up in ten to twenty
minutes, depending upon the question under consideration, with the decision of the group concerning the
answer to the problem.
During the huddle period the members of the group exchange experiences, share ideas, test possible solutions
and finally agree on a possible solution.
When the allotted time has been used, or when it appears that there has been through discussion of the problem
by all huddle groups, the chairman reconvenes the original group and asks the spokesman of each group to
make a brief report. he or an appointed secretary summaries the separate reports on a chalk board.
As the brief reports are made, the chairman may encourage questions from members of other groups, or he May
hold up the questioning period until all huddle groups have reported.
When all groups have reported it is usually possible for the Chairman to lead the discussion group in
summarizing the principles that have been enumerated and in working out a plan of action. If additional
information is needed, the chairman may provide it, or a study committee may be set up.
BUZZ GROUPS:
The buzz group technique is quite similar to the huddle method in that it is a device used to divide larger
discussion groups into smaller groups. Two variations in the technique are used by educators and sociologists.
The most commonly used version of the technique involves dividing the original group to make up buzz groups
of 12 to 15 persons, when the original group members 40 or more people. With 30 or fewer small buzz groups
may be used.
The chairman usually introduces and clarifies the issue or problem to be discussed and motivates the group to
the place that they want to discuss it. He can at this stage divide the large group into buzz groups and assign

3. each group a specific phase or sub-problem for discussion, or be can assign the same problem to all groups.
Usually the buzz sessions will require from 10 to 20 minutes depending upon the topic under consideration.
Each buzz group is seated in a circle. When the leader reconvenes the group he calls for reports from the
secretaries of various groups and it is followed by general discussion.
Thus it is a method whereby a large group is divided into small groups of six persons to discuss a specific
problem with as little movement of chairs as possible. This enables the formation of discussion committees
within few seconds. Each committee takes two minutes to elect a Chairman and getting acquainted with each
other. Then six minutes time is given to come to the best answer for the problem. At the end of five minutes
warning is given to members to express their view point within the last minute. The overall discussion leader
moves quietly from group to group during discussion period and stimulators the discussion.
At the end of six minutes, the over all discussion leader recoveries and the committee secretaries present The
report or discuss in a panel.
Advantages:
 It is designed to obtain a quick mass of ideas, suggestions, attitudes or recommendations.
 It serves as an interest approach when opening a meeting.
 It is used to supplement other group discussion techniques.
Limitations:
 Depends on the Leader.
 Cannot be used in all situations. It is useful in defining problems or questions, developing a list of
possible goals, refining ideas.
Role Playing
The presently popular technique, role playing, traces back to the psychotherapy of the 1930s. From that
narrow beginning, role playing has spread to many and varied forms of education from the primary levels of
the elementary school to the upper echelons in managerial training of business executives.
Many teachers confuse role playing and drama. Although they are similar, they are also very distinct in
style. Perhaps the most strategic point of difference is the handling of the subject matter: genuine drama
usually requires a script, whereas role playing retains the element of spontaneous or at least extemporaneous
reaction.
Role may be defined as the way one behaves in a given position and situation. In managerial science,
discrepancies in the identificational role are referred to as “role conflict”—inconsistent prescriptions held
for a person by himself or by others. Role playing as a teaching methodology is the conscious acting out and
discussion of the role in a group. In the classroom a problem situation is briefly acted out so that the
individual student can identify with the characters.
A few years ago one of my seminary classes had a unique experience in role playing. It points up the
dynamics which can accompany this teaching methodology. Small groups in the class had been assigned to
demonstrate various teaching methods in class. The group on role playing set up a situation in which one
member played the role of a young man seriously injured in an automobile accident. The only other role was
God’s attempting to explain to the now rebellious young man how His plan included this catastrophe though
the young fellow was about to enter Christian college and give his life for the ministry.

4. Values of Role Playing
Role playing can be used with students of most ages. The complexity of the role situations must be minimized
in using the method with children. But if we keep it simple for their limited attention spans, role playing can be
used even in teaching preschoolers.
Role playing allows people to make mistakes in a nonthreatening environment. They can test several solutions
to very realistic problems, and the application is immediate. It also fulfills some of the very basic principles of
the teaching-learning process such as learner involvement and intrinsic motivation. A positive climate often
results in which one can see himself as others see him.
The involvement of the role playing participants can create both an emotional and intellectual attachment to the
subject matter at hand. If a skillful teacher has accurately matched the problem situation to the needs of his
group, the solving of realistic life problems can be expected.
Role playing can often create a sense of community within the class. Although at first it may seem a threatening
method, once the class learns to share a mutual confidence and commitment to the learning process, the sharing
of analysis over the role situations will develop a camaraderie never possible in monological teaching methods
such as the lecture.
Problems in Role Playing
Perhaps the major drawback to teaching by role playing is the insecurity of class members. Some may react
negatively to participating in a situation which will be discussed and possibly criticized by other members of the
class. And role playing takes time. The class discussion of a five-to-ten-minute role playing situation may
extend to several times the length of the situation itself. Sometimes extremely beneficial results may accrue. At
other times, because of ineffective performance on the part of the players, or mishandling on the part of an
unprepared teacher, the outcome may only be a superficial rehash of what everyone already knows about the
problem.
The relationship of the people in the group is a crucial factor in the success of role playing. At times it may
emerge as a negative factor. For example, previous interpersonal difficulties experienced by group members
may arise in class to corrupt the role playing situation. Also, if the group has people of different status, they
may be reluctant to become involved for fear of being humiliated before the members of the class who are
smarter or more popular.
These difficulties with the method are formidable, but they are not insurmountable. Nor are they so extensive
that they should prohibit us from experimenting with role playing. The potential benefits of the method quickly
overbalance the difficulties which seem so apparent in the initial preparation stages.
Forum
Forum is a public meeting or presentation involving a discussion usually among experts and often including
audience participation. Audience ask questions and get their doubts clarified and also get additional
information. This helps the people to understand information correctly. This method is rarely used as an isolated
technique The benefits of having discussion forums include:
 Customers can answer one another's questions, thus reducing your support costs.
 If you or a customer answers someone's question — especially with a detailed response — this
information can be referenced in the future, so you don't have to recreate it every time someone sends
you the same question.

5.  As customers discuss your offerings, they are generating, for free, fresh content that is rich in keywords
and is attractive to search engines.
 By having an online community, customers are encouraged to visit your website more often, and then
they tell others about it.
 Customers will typically and freely share ideas on how you could improve your offerings, market them
better, and reach new prospects.