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Small Group Learning

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Page 1: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Small Group Learning

Page 2: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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.

Page 3: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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.

Page 4: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Group

Number of people interacting in a face-to-face situation

Generates individual activity as a basis for interaction among all participants

Page 5: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 6: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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.

Page 7: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Preparation

Find out about your learners Clarify goals and objectives Determine group learning activities Identify needed resources Establish ground rules Explain schedule for session

Page 8: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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?

Page 9: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Goals and Objectives

Specific Clear and understandable Appropriate for learners’ level Relevant Flexible and modifiable Available Learner-driven

Page 10: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Group Learning Activities

Supportive of goals

Appropriate context

External or internal experiences

Promote active learning

Page 11: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 12: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 13: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Schedule Time for key activities

Allow for change of pace/breaks

Structured /unstructured

Allow for slippage and change of direction

Page 14: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Organizing the Group

Co-active Group

Page 15: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Organizing the Group

Interactive group

Page 16: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Leadership Style Determines group atmosphere

3 styles Autocratic

Democratic

Laissez-faireLewin, 1948

Page 17: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Group Dynamics

Forming

Storming

Norming

Performing

AdjourningTuckman & Jensen, 1977

Page 18: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 19: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 20: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

Some strategies to facilitate discussion

Think-Pair-Share

Buzz groups

Brain-storming

Role playing

Page 21: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 22: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 23: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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

Page 24: Small Group Learning. Why? Learners gain a sense of ownership of the learning process. Helps learners build their own knowledge. Provides an environment

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


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