Post on 14-Dec-2015
Small Group Learning
Why?
Learners gain a sense of ownership of the learning process.
Helps learners build their own knowledge. Provides an environment for learners to
practice skills in a safe environment. Provides opportunity to be part of a "learning
team". Provides opportunities to enhance
communication skills.
Why?(cont.)
Provides opportunities to give and receive feedback.
Provides opportunities for learners to learn from each other.
Helps learners understand others’ points of view.
Provides a supportive environment. Provides opportunity to learn by
teaching/sharing.
Group
Number of people interacting in a face-to-face situation
Generates individual activity as a basis for interaction among all participants
Size
5-12 members Affective learning – smaller groups
are more effectiveToo small –insufficient diversity of ideas
Cognitive learning – group can be largerToo large – not enough opportunity for participation
Physical factors Room size
Too large – distracted Too small – distorted interaction
Seating arrangement Circular – equality of participation Traditional classroom style – teacher-dominated
Quiet room Temperature, light appropriate Whiteboard, flip charts, etc.
Preparation
Find out about your learners Clarify goals and objectives Determine group learning activities Identify needed resources Establish ground rules Explain schedule for session
Your learners
What are their experiences with small groups?
Are they used to being active learners? What knowledge, skills, and attitudes do
they bring? What are their expectations?
Goals and Objectives
Specific Clear and understandable Appropriate for learners’ level Relevant Flexible and modifiable Available Learner-driven
Group Learning Activities
Supportive of goals
Appropriate context
External or internal experiences
Promote active learning
Resources
Bring learners’ experiences to life Case history, journal article Visual materials (X-rays, slides,
photographs,EKG ) Audio-recording (heart sounds) Videos Simulators Standardized/real patients
Ground Rules
Clarify instructor’s tasks/roles Determine learners’ tasks/roles Agree on group decision-making
process Learner evaluation
Instructor, self, peer Instructor evaluation
Formal/informal
Schedule Time for key activities
Allow for change of pace/breaks
Structured /unstructured
Allow for slippage and change of direction
Organizing the Group
Co-active Group
Organizing the Group
Interactive group
Leadership Style Determines group atmosphere
3 styles Autocratic
Democratic
Laissez-faireLewin, 1948
Group Dynamics
Forming
Storming
Norming
Performing
AdjourningTuckman & Jensen, 1977
Some functions of leader Clarify goal of session Guide group through
Periodic summarization Clarification Focusing
Support group members: Active listening Praising/encouraging contributions/collaboration Using humor to reduce tension Non-verbal techniques to encourage
Facilitating active participation
Build sessions around issues that concern learners
Use resources that bring issues to life Use questions more than statements Foster interaction among learners Find out why some learners do not
participate
Some strategies to facilitate discussion
Think-Pair-Share
Buzz groups
Brain-storming
Role playing
Learners’ behaviors facilitating group process
Observe group to determine if members: Elicit ideas from others Listen attentively Rephrase statements to facilitate
understanding Ask for clarification Volunteer to participate in group
activities
How do I deal with non-participants?
Allow time for learners to write questions/comments
Reward them when they make an effort to participate
Encourage members to participate, based on your knowledge of strengths
Ask general questions with no wrong answers
How do I deal with monopolizers?
Use monopolizer as observer
Request monopolizer to assume leadership role and involve others in discussion
Request feedback from the group on the value of participation by all members
Conclusion Group sessions - very effective for learning and
decision-making
Group members contribute facts, concepts, personal experiences
Novel insights and new synthesisthrough
reflection, review and fresh thought