Small Group Teaching Dr Ralph Mitchell MBCh B

Small Group Teaching Dr Ralph Mitchell MBCh. B BSc

What we will cover • • Basic dynamics of small group session Why learn in small groups? Advantages/disadvantages what to do if you are asked a question you don't know the answer to • The 'silent' group • The 'rowdy' group • What to do with a 'know it all'

Group learning dynamic • most of the definitions of a group indicate the sharing element among members as the key factor which defines the existence of a group. • The sharing can be around perceptions, motivation or goals, as well as around tasks, such as in a scenario group session

Advantages • Opportunity for more active involvement • Clarify own attitudes and ideas in juxtaposition with others • Receive more feedback on learning • More opportunities for peer learning and share responsibility for learning • Develop communication (listen, respond, interact) and interpersonal relations

Disadvantages • • • Learning at different speeds Someone may try to take over the group Quiet people may feel uncomfortable Arguments/disagreements People not pulling their weight Poor understanding if don’t figure it out personally

• • How to teach small groups Topic choice Group size Teacher or facilitator? Preparation and good introduction “get the right answer” without being a dictator Lecture Vs Q&A? Focus around and explore student questions, hypotheses and guesses. • Teachers are resource not source!

What if you don’t have the answer? • • Honesty best policy Clarify question Offer to get back to student or group Don’t guess!

What if the group is silent? • Encourage students to reward one another • Reward students’ contributions by using them – remember who said what. • Talk less • Provide opportunities for students to cooperate and trust one another

What about a rowdy group or ‘know it all’? • Assign a task to dominant one – or talk to them privately • Use structured participation such as going around asking the group • Break into sub-groups – ask talkative person to scribe • Rearrange the searing so that you are sitting beside the talkative person

What about a rowdy group or ‘know it all’? • Assign a task to dominant one – or talk to them privately • Use structured participation such as going around asking the group • Break into sub-groups – ask talkative person to scribe • Rearrange the searing so that you are sitting beside the talkative person

Summary • • • Be prepared Make introductions and set ground rules Use questioning effectively Explain at the appropriate time Evaluate your teaching

Questions?

References • Small Group Teaching – key theories and methods University of New South Wales http: //www. med. unsw. edu. au/medweb. nsf/resources/Induction 09/$file/Session+5_Small+gr oup+teaching_July+09. pdf