1.3.5 Scenarios

Some might argue to stop the discussion when it starts to diverge from the main topic stream. Others would suggest to seed the discussion that guide it away from peripheral directions. Let's see what could be a possible solution in this situation.

As facilitators we need to keep balance between redirecting learners to the interesting or important topics, and letting them explore and grow as independent learners. We may need to use more “weaving”* when we work with younger or less experienced learners. Weaving in this context is a strategy involving leading participants’ discussion to a constructive end. For example, a weaving action could be to monitor the activity completion and other available reports, to help to focus or redirect the discussion (during the activity), or to give feedback when the activity is completed. However, depending on the content and task, maybe “a constructive end” simply limits learners’ creativity and forces them to think just like the teacher. Why shouldn’t they explore the way they chose?

Please watch the "Leaders and followers: what tango teaches" video, which interestingly highlights how relationship between learners and teachers is similar to tango dancers, who interchange roles of leaders and followers: 

Link: http://ed.ted.com/featured/ypFEhSjj#review 

Finally, consider that the resources are not adequately getting across what you want. Adding more resources might be useful in this situation. It would be also worth checking if the original resource posted is clearly visible, and checking that the “explanation” was understandable. And you should definitely reply to Ann, like to any other colleague who sends you an email, and thank her for pointing out the limitation of the discussion so far.