In this article, the author offers a discussion technique: the twice-around. A variant on the circular response discussion, the twice-around engages students by beginning with students' questions, ensuring equal time for all participants and inviting discussants to build on previous contributions. In the twice-around, participants sit in a circle, and the discussion proceeds in two rounds, with each person speaking once for each round. In the first round, participants pose a question or raise a problem that perplexes them. For the second round, participants discuss the questions. After a moment of silence for thought, the first person begins the discussion by responding to a question (it may be his or her own) or by responding to a theme across questions. After the first person responds, each subsequent person responds to the participant who precedes him or her, beginning with a brief summary of what was said, and then adding a contribution. Participants can add a new example, a different perspective, a connection to a reading, or a synthesis statement. While some groups prefer to test the accuracy of their summaries, doing so is not necessary, since subsequent respondents frequently identify misconceptions or contradictions. Discussants can always return to the initial set of questions, so long as they integrate the questions with the current thread. In a sense, three items are on the table for people to pick up: (1) the questions; (2) previous comments from discussants; and (3) course materials.