Each round has to be long enough for the students to gather some information and short enough to get to each panelist during the activity. Most important is to leave time for reflection for the students.At the end of the experience, have students work in their pairs to discuss what they learned.The design should be intentional and well-thought-out.
You can choose between Ariel, Rapunzel, Elsa, Cinderella or Belle.
This sharing can be done in class or in a written format, which can be compiled and distributed to the entire class.
The feedback in my class following this activity confirmed for me that this format was a richer learning experience than a traditional panel discussion. Teaching without telling: Contemporary pedagogical theory put into practice.
The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. As I moved into the graduate classroom as a teacher of students studying higher education I realized I had a short time (one semester) to introduce and expose my students to the vast array of functions in the area of student affairs/student services.
My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise.