SMALL GROUP TEACHING

By the end of this session you would be able to :1- describe different types of small group 2- describe the role of the teacher in planning small group activity3- Organize a session in small group teaching

What is a small groupWhat is a small group? ?

Is a collection of several learners Is a collection of several learners who interact and work together to who interact and work together to

achieve common learning goals achieve common learning goals

Teaching small groups1- Students can negotiate meanings, express themselves in the language of the subject, and establish closer contact withacademic staff than more formal methods permit. 2- Discussion can also develop the more instrumental skills of listening, presenting ideas, persuading, and working as part of a

team .

3-Discussion in small groups can or should give students the chance to monitor their own learning and thus gain a degree of self direction and independence in their studies.

Small group teaching takes many Small group teaching takes many forms including :forms including :

seminars, tutorials, workshops,seminars, tutorials, workshops,journal clubs, action learning sets, journal clubs, action learning sets, problem-based learning groups , problem-based learning groups , clinical problem solving , role play clinical problem solving , role play and case presentationsand case presentations

Small group teaching can be built around:Small group teaching can be built around:** Topics or themes, e.g. evidence-based Topics or themes, e.g. evidence-based practice, asthma, chronic lung conditionspractice, asthma, chronic lung conditions** Clinical cases (actual patients or case notes), Clinical cases (actual patients or case notes), e.g. Mrs X presents …with ….e.g. Mrs X presents …with ….** Clinical or community-based problems, e.g. Clinical or community-based problems, e.g. problem-based learning, a child with a wheezeproblem-based learning, a child with a wheeze**Situations, e.g. critical incident or significant Situations, e.g. critical incident or significant event analysisevent analysis** Tasks or skills, e.g. X-ray meetings, clinical Tasks or skills, e.g. X-ray meetings, clinical audit, examination of cardiovascularaudit, examination of cardiovascularsystemsystem..

-There’s nothing the typical medical student relies on more for their self-esteem than “knowing the answer”and “being smart”

-Pimping will inevitably be humiliating so long as students aren’t comfortable with “not

knowing the answer”.

Tuckman model of group processTuckman model of group process

Practical arrangementsPractical arrangements

Small Group Teaching:Running the SessionYour role:• prepare the general plan for the session• set the tone for the session• pay attention to the environment• encourage participation• keep the discussion on track• time management

*Leading a group discussion will need to consider both the configuration of the group and your own behavior.

*Listening becomes a problem when the students regard you as an expert or you engage with one or two of the more vocal students rather than the whole group.

Teachers serve much better in the Role of Translators than of

Transmitters

Characteristics of effective groupsCharacteristics of effective groups- All contributions are received- All contributions are receivedpositivelypositively- One person speaks at a time- One person speaks at a time- No ridicule or humiliation- No ridicule or humiliation- No question is considered stupid- No question is considered stupid- Responsibility and rewards are- Responsibility and rewards areshared by the groupshared by the group

Characteristics of ineffective groups Characteristics of ineffective groups • The facilitator gives a lecture• The facilitator gives a lecture• The facilitator talks more than the• The facilitator talks more than thelearnerslearners• Learners are reluctant to speak, and• Learners are reluctant to speak, anddo so only when individually calleddo so only when individually calleduponupon• One learner dominates the • One learner dominates the discussiondiscussion• Learners want immediate solutions• Learners want immediate solutionsrather than discussionrather than discussion

Maximizing group participation-Stop talking-Actively listen-Use names, make eye contact-Check in with quieter members-Control dominant/disruptive members-Be enthusiastic

More structure, less intervention

Closing-Summarize what was learned (or ask learners to)-Identify unmet needs and assign tasks-Share with the group what you learned-Plan for the next session

Benefits of learning in small groups :• allowing students to discover and engage with a range of perspectives, ideas, and backgrounds• providing students the opportunity for more active involvement

Benefits of learning in small groups :• assisting students to clarify their attitudes to and ideas about the subject matter, as they test their own ideas and attitudes against those of others• helping students develop a sense of academic rigour and a willingness toshare ideas

Benefits of learning in small groups : • providing opportunities for students to receive more immediate feedbackon their learning• encouraging students towards self‐directed and independent learning• providing more opportunities for peer learning and sharing responsibility for learning

Benefits of learning in small groups :• providing opportunities for students to more easily gain awareness oftheir emotional reactions• providing opportunities for students to learn and develop cooperativebehaviour including critical thinking and the process of group problemsolving

Benefits of learning in small groups :• more easily establishing rapport between teacher and student• providing more opportunity to develop skills in communication (listening, responding, interacting) and interpersonal relations

Group roundGroup round

Buzz GroupBuzz Group With larger groups a break is With larger groups a break is often needed:often needed:x To provide a stimulating change x To provide a stimulating change in the locus of attentionin the locus of attentionx For you to gain some idea of x For you to gain some idea of what the students knowwhat the students knowx For the students to check their x For the students to check their own understandingown understanding..

Snowball groups

Fishbowls

Circular questioning

Crossover groups

Horseshoe groups