1. INTERACTIVE TEACHING: BUZZ SESSIONS
MODULE 3.2
English version

2. Learner Centered Approach
EESDP LEARNING STRATEGIES:
EXPERIENTIAL LEARNING
SESSION

3. Learner-Centered Approach
EESDP LEARNING STRATEGIES:
EXPERIENTIAL LEARNING
3
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7. PRESENTOR
Bounheng SIHARATH
Curriculum Development Specialist
EESDP

8. INTRODUCTION TO BUZZ SESSIONS
 As teachers, I believe that all of you have organized students to work in groups
in your own teaching sessions. Let’s consider the following questions:
1. Why do we organize students to work in groups?
2. How many students should be in a group?
3. What are the steps in using group work?
4. Do students learn well when they work together in groups? Why/why not?
5. What are the advantages and disadvantages when students working in groups?
6. What are the benefits in using group works?
7. Are there any differences between group work that you are using and what I am going to present?
DO NOT ANSWER THESE QUESTIONS NOW.
USE THESE QUESTIONS TO FOLLOW THE PRESENTATION.
HAVE A DISCUSSION AT THE END OF PRESENTATION.

9. This presentation will cover:
1. WHAT:
 the meaning of Buzz Sessions
 Features of Buzz Sessions
2. HOW:
 Steps in conducting Buzz Sessions
 A sample of Buzz Sessions
 What not to do during Buzz Sessions
3. WHY:
 Comparative description
 Disadvantages and limitations of Buzz Sessions
 Advantages/Benefits of Buzz Sessions
4. CONCLUSION

10. 1. What are “Buzz Sessions”
 Buzz Session is a learning technique which uses the
formation of small discussion groups with the
objective of developing a specific task (idea
generation, problem-solving, etc.) or facilitating that
groups reach a consensus on their ideas about a topic
in a specific period of time.
 It is intensive discussion groups that involve 3 to 5
students responding to a specific question or in
search of very precise information.
 It’s called a ‘buzz’ group because it mimics the bees’
sound when groups of students are involved in
intense discussion.
Doi! Bzz!
Bzz! Bzzz!
Bzz! Bzz!
Bzzz! Bo?
Minyang?!
Bzz! Bzz!
Bzzz!

11. Features of Buzz Sessions
Buzz
Sessions
Discussion on only one
topic/issue/question (no need
of in-depth analysis)
Small group
(3-5 members)
Used as a supplement
for other methods
Less time-consuming
(5-15 minutes)
In a classroom
setting
Used as an ice-breaker or
to start a lesson

12. 2. How to use Buzz Sessions
Buzz sessions are short participative sessions that
are deliberately built into a lecture or larger
group exercise in order to stimulate discussion
and provide student feedback.
It can also be used as a combination with
problem-solving activities, to ask questions, or
to review previous information learned.
It is similar to brainstorming and can use several
of its tools. While in brainstorming, activity is
designed for the whole class, aiming for one
consensual product or set of ideas, in buzz
sessions, students are grouped into 3 to 5
students to discuss a problem, share their
thoughts/ solutions and present to class.

13. How to use Buzz Sessions (Cont.)
 Buzz sessions would produce several products which after presentation
can be summarized and synthesized by the teacher at end of the learning
session.
 This technique can be used at any time throughout the program,
particularly when you want students to actively engage with the lesson.
For example, you can give a short lecture, follow it with a Q&A session
for clarification and then follow that with a buzz group discussion to
connect what you were talking about to their study and life experiences.
 The intensity of the discussion lasts for up to 10 minutes, less if the task
is completed in a shorter time period. With many small groups working
on a common issue, many options and contributions are offered.

14. PREPARATION STEPS in using Buzz Sessions
Prior to every buzz session, the teacher must:
(i) decide if it is the appropriate method to use; (it is appropriate with
open questions, social events, literature, news and public affairs, history,
civics, where there are possible varied valid answers-- but usually not for
mathematical formula because you cannot just change the established
formula, processes, sequences to arrive at exact answers)
(ii) prepare specific questions/issues for discussion;
(iii) prepare key learning points related to the issues;
(iv) present questions or issues; and,
(v) ensure that each student fully understands the task being
assigned.

15. PROCEDURES
in conducting
Buzz Sessions
 Step 1: Form small groups. The teacher asks students to form groups of 3 to 5
members.
 Step 2: Choose the recorder. The group will choose and assign a recorder who will take
down notes of group discussions.
 Step 3: Complete the activity. The groups will complete the activity based on problem
or learning task and instructions provided by the teacher. The teacher will allocate 5 to
10 minutes time for discussion. Students will share and discuss points within the group.
The teacher needs to supervise each group and encourage individuals to participate.
Then, the teacher will stop discussion after the allocated time has expired.

16. 5. Steps in conducting of Buzz Sessions (Cont.)
 Step 4: Select one or more presenters. The group will agree on who
will be their presenter, and select one or more to present group
outputs.
 Step 5: Report back to the group. The teacher will ask each group to
share their points, preferably one point from each group at a time.
The teacher will record them on the board or chart sheet. The
selected presenter/s will report their outputs to the class.
 Step 6: Debrief the session. After the presentation, the teacher
debriefs students by asking questions about their key learning
for emphasis and learning assessment. Then the teacher
summarizes all the outputs, discuss on the points and conclude.
The teacher must relate them with key learning points.

17. The following sample will demonstrate the
flexibility and usefulness of the BUZZ session
in combination with other techniques
 ASSOCIATE THESE CONCEPTS UNDER:
Learner-centered/understanding by design/outcomes based learning/

18. Buzz Sessions – (15-minute Activity)
 SUBJECT: Language: (ENGLISH/LAO LANGUAGE)
 LECTURETTE ON: Analogy vs. Metaphor vs. Simile
All three use comparisons, but they're not exactly the same.
One point to remember is that metaphors and similes are figures of
speech, while an analogy is a type of argument.
A metaphor is something, a simile is like something, and an analogy
explains how one thing being like another helps explain them both.
 ACTIVITY: BUZZ SESSION
 As mentioned: buzz sessions are great COMBINATION techniques for teachers. It is expected that TEACHERS have many models or options in order to
choose the best/most appropriate teaching strategy that FITS THE LESSON/TARGET LEARNING OUTCOMES. It is expected that teachers MIX and MATCH.

19. Sample PROBLEMS for Buzz Sessions – (15-minute Activity)
ACTIVITY: BUZZ SESSION
USING the GRASPS technique (from UbD) on BUZZ SESSIONS we first clarify the learning goals and the context where students are
expected to apply what they learned to real life. Notice how all preparatory steps mentioned in SLIDE 14 are captured by this tool:
“CLASS, OUR TARGET TODAY IS TO GET YOU MORE SKILLED IN WRITING USING ANALOGY, METAPHOR AND SIMILE. THESE SOUND
COMPLICATED BUT HERE IS A TOOL FOR US TO “GRASP” THE LESSON. WHO WANTS TO READ FOR THE CLASS?” (TEACHER CALLS ONE
STUDENT TO READ A LINE)
 GOAL: Apply creative composition of messages using language/writing skills to real life/relevant situations
 ROLE: Students are assigned as HEALTH COMMUNICATORS by the government of Laos to protect the country by encouraging
proper health behaviors (yes, you may connect this to “ROLE PLAY” but here we are simply giving them a real world CONTEXT).
The risks are real and the price for a good job is “protect Laos”
 AUDIENCE: Villagers were invited to a public hall to listen to speakers and to see the posters designed for information
dissemination. Each group must create posters for specific target audience groups in that village.
 SITUATION: The villagers are not convinced of the threat, nor of the effectiveness of vaccines in general. Meanwhile, the
vaccines have arrived and have limited shelf life (validity)
 PERFORMANCE/PRODUCT: EACH GROUP IS ASSIGNED a target audience. How do we convince more people to get vaccinated
against Covid 19? Create a POSTER for your target audience
 STANDARD: Use proper grammar and appeal to create POSTER. Use “analogy” “metaphor” or “simile”. Be able to distinguish
“headlines” vs “body text”.
LEARN MORE ABOUT GRASPS HERE-- https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-assessment

20. Sample PROBLEMS for Buzz Sessions – (15-minute Activity)
1. Group 1: TARGET AUDIENCE: Senior Citizens/Grandfathers/Grandmothers/Retirees with
limited education (mostly lower secondary education graduates) aged 50 and above.
2. Group 2: TARGET AUDIENCE: Parents/Professionals/Workers/Employees who are too
busy making a living and are not happy about the lockdowns (aged 30-49)
3. Group 3: YOUTH aged 18-29 who want to party and go out and insist they don’t need
vaccines because they are strong and youth and anyway, wear masks.
ACTIVITY OBJECTIVE/GROUP TASKS: Each group must discuss and agree on priority
messages by creating headlines and body text for the poster answering the questions:
WHAT, WHEN, WHY, HOW, WHERE, WHO—for each target group of audience assigned to
them…No need to layout/design actual poster. Just decide what to say and how using the
given figures of speech.
 ASSIGN SPECIFIC TOPICS/TASKS FOR EACH GROUP TO BUZZ ABOUT
 TEACHER: “OK WE WILL NOW GROUP OURSELVES INTO THREE. EVERYBODY, LET’S COUNT 1, 2, 3—OK ALL NUMBER 1 TOGETHER AND ALL NUMBR 2 TOGETHER AND SAME WITH
NUMBER 3…ON THE BOARD YOU WILL SEE YOUR TARGET AUDIENCE AND YOUR GROUP TASKS. BEFORE I BEGIN THE TIME, DO YOU NEED TO CLARIFY ANYTHING? SURE? OKAY SIT
TOGETHER. GET YOUR BIG PAPERS AND MARKER. WORK TOGETHER STARTING---NOW! 10 MINUTES ONLY!

21. When giving instructions it is more effective if the TEACHER can provide “WAGOLL”—to show them good examples
that they can use as models to make them understand more what you are looking for.
WAGOLL is good tool for all teaching strategies. It’s like a visual RUBRIC except no points/score assigned.
 TEACHER CALLS EVERYONE’S ATTENTION TO SAMPLES PROVIDED ON SCREEN OR ON THE BOARD OR ON PAGE OF TEXTBOOK OR ASK THEM TO GOOGLE
“COVID POSTERS FOR VACCINE” ON THEIR DEVICES TO SEE GOOD EXAMPLES OF EXPECTED OUTPUTS/PRODUCTS

22. After 10 minutes, all buzz groups
will put up their outputs in a
GALLERY/EXHIBIT and teacher asks
all groups to spend 2 minutes
going around the exhibit.
It will be good if they have sticky
notes to post comments one each
output (if no
Teacher will then summarize and
synthesize after each group
presents/explains their outputs,
linking it all to the learning
objectives and how this was
achieved by the activity. (learners
can connect the dots)
Given: lecturette on
Analogy vs.
Metaphor vs. Simile
BUZZ group 1:
output
BUZZ group 1:
output
BUZZ group 3:
output

23. Let’s check the process…
STEP 1. The teacher will divide the class into three (3) members per group
(Note: Group strong students with weak students as much as possible but not
always), and explain that they are going to do the buzz session tasks (in this
case the GRASPS was explained to clarify the class’ target learning outcome
and the expected product/output)
STEP 2. Each group will assign tasks for each member to do so that all can
participate. (in the sample, someone will write headline, another will write
the body text, but all will answer the 5Ws+H question)
STEP 3. Each group must complete expected output/product with the time
limit. (in this case 10 minutes of 15minutes for entire activity)
During the activity, the teacher must roam around the room and check that
all students are participating.
2 minutes
2 minutes
8 minutes

24. STEP 4. Once time is up, the teacher will ask each group to put up their
works and all groups can go around to look at the class “gallery”. After
everyone has gone around, the groups explain their output to the
entire class.
STEP 5. The teacher will then ask each group to write their comments by
completing “what I like about this product is that_________. “ (NOTE:
students skill in evaluating and getting into the habit of positive
feedback. They can put these in sticky notes on each output and the
groups can enjoy the feedback from peer-review.)
TEACHER SUMMARIZES and ASKS for ORAL FEEDBACK and EVALUATION
about the CLASS PERFORMANCE and let them evaluate if their group
learning goals were met.
2 minutes
2 minutes
4 minutes
ESTIMATED TIME CONSUMED 20-25 MINUTES MAXIMUM

25. Comparing BUZZ session to OTHER TECHNIQUES
• Buzz session is similar to BRAINSTORMING, the main
distinguishing feature being that buzz is done in various
small groups with pre-defined topics, whereas
brainstorming is done for a whole class and may tackle
more topics.
• Brainstorms also usually have more time. (within a
brainstorming session, there could be 2 or more buzz
groups)—you can think of buzz sessions as the grand
daughter of Interactive Teaching Method and the
daughter of Brainstorms.

26. Reminders: What NOT TO DO during Buzz sessions:
During buzz sessions, the teacher should avoid criticizing or rewarding
ideas.
You're trying to open up possibilities and expect the learners themselves to
break down incorrect assumptions about the problem's limits.
Judgment and analysis at this stage stunts idea generation and limit
creativity.

27. Advantages, disadvantages, and limitation of Buzz Sessions
(According to Brewer)
Advantages:
• It allows everyone’s ideas to be expressed.
• Participants learn to work in real – life situations where the
opinions of others are considered.(note soft skill:
collaboration)
• It sets the ground work to get discussions started.
• Since members are able to express opinions, it is good for
dealing with controversial subjects. (note target skill: be able to
look at issues from various perspectives objectively)

28. Disadvantages:
• The effectiveness of the group may be lowered by the immature
behavior of a few. (can be managed by clarifying group learning
objectives and accountability of each member)
• It may not be as effective for younger groups or groups that know
each other too well to take each other’s opinions seriously. (as with all
GROUP DYNAMICS: it is affected by relationships of members, trust
levels, and the clear management of processes by the learning
facilitator)
• It can be time–consuming when dealing with very large groups. (but
can actually accelerate consensus for varied issues before any
plenary/big group meeting)

29. Limitations:
• The group must be well-prepared by the teacher in order to
keep the group discussions focused on the topic. (The
GRASPS tool helps them focus)
• It is not intended to be a full teaching session but used as a
supplement for other methods. (enough time should be
allocated to processing/synthesizing of learning)

30. 10. The benefits of Buzz Sessions
 A buzz session has the following applications and benefits:
1. It is a creative process.
2. Facilitates recalling/reviewing previous learning.
3. Linking elements/concepts/ideas together.
4. Reflecting back to what was previously discussed.
5. Probing issues in greater depth.
6. Can transition from one issue to another.
7. Facilitates evaluation of learning.
8. Connecting real life experience with theory.
9. Helps the trainer to discover missing data or
misunderstandings and make corrections.
10. Raises unsuspecting issues that must be
addressed to make progress.
ON THE
CHAT BOX…
TYPE the
NUMBER OF
THE BENEFIT
YOU AGREE
with THE MOST

31. Other benefits of Buzz Sessions…
It is:
1.Highly participative
2.Very focused and direct
3.Very frequently it integrates theory with experience
4.Short, intense and using students’ own information so
there is ownership of the output by students.

32. Conclusion
In summary, a buzz session is a cooperative learning technique done
with the formation of small discussion groups with the objective of
developing a specific task (idea generation, problem solving and so on)
or facilitating that a group of people reach a consensus on their ideas
about a topic in a specific period of time.
It is excellent means of getting total participation by large classes. With
a well-prepared teacher, and good discussion, the buzz session can be
a lively and effective means of learning.
Ryan (1997) points out that buzz session are ideal for the exploration
of topics and the revelation of individual and collective opinion.

33. END OF PRESENTATION

34. Discussion and sharing experiences
 What’s the difference between buzz session and other
group works that you use with students?
 Is buzz session appropriate for Lao classrooms? Why and
Why Not?
 In your opinion, what are the challenges in using buzz
session for most Lao teachers?

35. QUESTIONS & ANSWERS
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