Small Group learning
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Transcript of Small Group learning
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SMALL GROUP LEARNING
By Dr Asim Pasha
GPVTS ST2 DPOW.
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Introduction
Do you teach (or have you ever taught) small groups?
Identify small-group teaching situations
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Small group teaching situations 75 => 15 => pairs Half day group work on the wards practicals role play field work seminars
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What are the most rewarding features of small group teaching?
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students can take risk involvement immediate feedback leveling of relationship/informality students can be responsible/no hiding opportunity for face to face interaction, everyone has a voice diagnostic equal opportunity to have a go space to think and give an opinion, explore own thinking and
ideas get to know students better motivation, works two ways encouragement can build confidence co-construction of group knowledge & identity student-centred/led learning
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Small Group Structures
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Rounds
Encourages everybody to contribute
Circle Trigger sentence
‘a question I would like answered today is … ‘
each person takes it in turn to offer a short comment
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Buzz groups
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Circular interviewing
Each person takes it in turn to interview the person opposite them in the circle
The role of interviewer and interviewee is passed round the circle until everybody has had a turn at each role
‘what have you read ..’
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Fish Bowl
Members in the inner circle are involved in discussion /role-play/ group activity
Members on the outside have the role of observer
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Environments for small group teaching
seminar lecture theatre online small room with moveable furniture construction site breakout rooms canteens work sites laboratories art room book shops library conference centre
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How do time scales affect small group work?
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How do time scales affect small group work? initial awkwardness, students need clear briefs time needs to be managed staff schedules may constrain small group activity tasks might go from 2 min to 30 min
or over a semester! or as long as it takes
different groups work at different speeds time it takes depends on the aim/outcome intended needs time built in for sharing/feedback/hearing others groups may persist longer than the tasks they do
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Differences between pairs and larger groups include:
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Differences b/w pairs & larger groups
pairs reinforce ideas, larger groups get diversity of ideas allocate roles in fours people can hide, pairs force interaction bigger group more hiding possibilities roles emerge, leader, spokesperson, domination and
submission group dynamic becomes fore grounded:
teachers/facilitators need to know when students need help with role emergence
role differentiation becomes important bigger group may force consensus; can this be
damaging? sub-groups emerge
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Groups
A gathering of people is a group when its members are collectively conscious of their
existence as a group; when they believe it satisfies their needs; when they share aims, are interdependent, like to join
in group activities, and want to remain with the group.
Though groups occur in many forms and sizes, there seems to be a set of characteristics fairly common to them all.
From: Small group teaching by David Jaques http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/index.html
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Characteristics of groups
A definable membership Group consciousness A sense of shared purpose Interdependence Interaction Ability to work as a single unit
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Good education practice
1. encourage student-tutor contact2. encourage student-student co-operation3. encourage active learning4. give prompt feedback5. emphasise time on task6. have and communicate high expectations7. respect diverse talents and ways of
learning(Chickering & Gamson, 1987)
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Activity
Self organise
Four groups As near as possible along discipline lines
Identify the common features of your disciplinarily
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FeedbackIdentify groups and common features/goals
Odds & sods: Business & technology, arts, professional common features
skills as well as theory applied theory
Humanities text based subjects not factual but negotiable study social relationships past present and
future ability to detach oneself from the field of study
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Identify groups and common features/goals
Science,
quantification and measurementtheory-based / evidence-based
falsifiable
predictive
critical thinking
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Activity (simulation)
develop a short group learning activity
relevant to your discipline
prepare a presentation of this activity using the flip chart paper
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Design for Learning
Background reading
Individual task
Group task
Plenary
Follow through
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Design for Learning
(distribute) background reading
Individual task: write one sample
examination question and
explain why this is a good question.
Post to discussion area
Plenary: presentation by groups
Follow through: collate and distribute all questions & criteria
Framing: final examination will be composed of your questions
Group task Evaluate
Critique on discussion board
Compile sample examination paper
and post
Produce assessment criteria
For n Groups
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Plan
Activity
Form groups In groups
Identify topic Write objective(s) Plan session
Plenary Present Debrief
Brief overall
Brief groups
Group work
Objectives
Identify topicDetermine approach•Inductive•Deductive
PresentDebrief
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Aims of your session
Agree your activity
then
Using circular interview technique to ensure each person contributes
Identify the aims of your session
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Activity (simulation)
In your groups develop a short group learning activity
relevant to your discipline
prepare a presentation of this activity using the flip chart paper
20 minutes
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FeedbackGroup presentations of
outputs key points … …
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Why work in a group?
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Summarising
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“How do I know until I hear myself say it?”
“Academic knowledge is articulated knowledge”
Laurillard, D. (2002). Rethinking University Teaching - a conversational framework for the effective use of educational technology. London, RoutledgeFarmer.
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“Constructivism has at its heart the view that individual students construct or build their own knowledge and understanding rather than simply acquiring it pre-packaged and ready-made. The knowledge that they build will depend on several factors including what they are formally taught…the culture of their discipline”
Phillips, D.C. (2000) Constructivism in Education The National Society for the Study of Education, Chicago
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Factors to consider
Group size Preparing learners Structure of groups &
communication patterns Learning environment
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Ground rules
Implicit ground rules in every social situation
Individuals will come with their own assumptions
Make ground rules explicit for group
Rules will help the group to be effective & reduce conflict
Rules!
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Terms of reference
What is the purpose to the group? What are the expected outcomes from the
group? Is the group work assessed? How? Criteria? What are the main components of the project? What are the deadlines? Are there any guidelines? Are you suppose to do it on your own? Do all group members share the same
understanding of the above?
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Things to Consider
Communication Social Decision making Roles & responsibility Time management Task management Managing group processes Commitment
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Learning environment
Physical and virtual arrangements have a powerful effect on interaction
Lecturer is standing or sittingDistance between lecturer and groupPosition in a group is important:
Sitting nervous students opposite sympathetic tutor or encouraging peerA dominating student can be quietened by being seated immediately next to the tutor (Griffths & Partington 1992)
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Effective groups
Contain a balanced range of members whose strengths complement each other
Are not small or too large Members take time to form a ‘group’ Members are clear about their own role and that of
others Members understand and abide by a set of
mutually agreed ground rules Share out the tasks fairly Are organised & self disciplined Tackle problems within the group effectively
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Facilitator/Teacher Behaviours
Teachers’ style and approach influences the approach taken by the learner
Students taught by teachers with a Student Focussed approach characteristically take a deep approach to their learning - attempting to make sense of the content of their course (Sheppard and Gilbert, 1991).
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Thank you