Ideas for running your ‘Big Chat’ Conversations

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An easy way to begin to develop speaking and listening skills is through use of concentric circles. This activity is suitable for use with any ‘Big Chat’ conversation starter.

  1. Pupils line up in 2 circles with those in the inside facing a partner in the outside circle.
  • Teacher poses the ‘Big Chat’ question of the week.
  • Pupils on the outside explain their viewpoint to their partner on the inside.
  • Upon calling rotate, the outside circle moves one place clockwise.
  • The partner on the inside must then share their previous partner’s view with the new person they are facing.
  • Rotate the outside circle again and this time the partner on the inside shares their view on the conversation topic of the day.
  • As pupils become more adept at this, they can be asked to also add whether their opinion is the same as that of their first partner and in what way their views are similar or differ.
  1. For agree/disagree (yes/no or A/B) ‘Big Chat’ conversation starters, you may wish to group students according to their position (divide the classroom into a yes/no or A/B side) and ask them to work in pairs to draft 2-3 arguments or examples to support their position.
  2. **In socially distanced classrooms, pupils can be asked to stand or give a thumbs up if they agree/say yes and remain seated or give a thumbs down if they disagree/answer no to a statement. In such circumstances, each must work independently to list some arguments to substantiate their view.
  • Select representatives from each group to present their arguments.
  • Record these statements on the board.
  • Have the pairs regroup (or work independently if distancing measures are in place) selecting some of the opposition statements to refute.
  • Choose students from each side to refute their opponent’s arguments (ensuring all have had an opportunity to be heard).
  • As pupils become more adept at this, they can simply take turns to join in to put forward their point of view with less teacher input in the process.
  • To ensure all participate and none dominate, it may be necessary to work with smaller groups at first to get them used to the concept of class debates and build their confidence to join in. One way to encourage the engagement of all is to issue each pupil with 3 tokens. Each time they offer a contribution, one is returned to the teacher. (If social distancing is in place, it may be easier for teachers to record a contribution by means of a tick next to each participant’s name on a record sheet).
  • If there are some dominant personalities in the class drowning out the voices of others (or if a controversial topic is being discussed), it can be useful to have all pupils write down/email you their initial responses. You can then collate these and, upon returning to the ‘Big Chat’ question the following day, can share the pros and cons without any names attached to the statements. These can then be opened up for a whole-class conversation.
  • Following the discussion, ask pupils to jot down a summary of the discussion, noting their original stance, whether their viewpoint has changed and why/why not, and have some pupils share these with the class.

In conducting ‘Big Chat’ activities, we want pupils to question themselves and to ask questions of one another.

Change the format of the ‘Big Chat’ starters to create statements, e.g.,

Turn, ‘Do you prefer dogs or cats?’ into ‘Dogs are better than cats’ and have pupils explore this proposition. Begin by doing this in a discussion format. Later, formal debates may be held.

  1. Pose the ‘Big Chat’ proposition and give students some thinking time. They may wish to make some notes or jot down their answer.
  • When they have finished writing, ask for a volunteer to share their ideas.
  • Invite others to join in and discuss that response. 
  • As the pupils discuss the topic, make a list of key points. 
  • Ask pupils to pair up to probe the points given. Set a time limit for this. Depending on the topic, you may wish to have them:
  • rank the statements in order according to those most aligning with their views;
  • think of 3/4 questions they would like to ask the presenters;
  • list points they would make in agreement or refute.
  • Jot down any questions they are now asking themselves as a result of listening to others.
  • Choose students to report back to the entire group.
  • Has anyone changed their stance as a result of the discussion?

Once pupils become confident in sharing their thoughts aloud, offering their rationale, and responding to the views of others, more controversial topics (i.e. topics on which contrary opinions exist) can be discussed.

As stated, it is important we encourage children to ask questions of their own. One way of doing this is to change the question. Ask pupils to maintain the format of the ‘Big Chat’ conversation starter but create a new question. For example,

Do you think fairies exist? – Do you think ghosts exist?

What is your favourite food to make? – What is your favourite food to buy?

What characteristics are important for an explorer to have? – What characteristics are important for a scientist to have?

How many different questions can the class compile from one conversation starter?