1. Teaching & Learning Methods

2. Levels of Cognition Bloom’s Taxonomy  Knowledge (verbal recall)  Comprehension  Application  Analysis  Synthesis  Evaluation KnowledgeEvaluation

3. Psychomotor Domain Readiness & Imitation Independent performance Acceleration & Accuracy Coordination Normality Readiness & Imitation

4. Affective Domain Receiving Responding Valuing Organization Characterization Receiving

5. A Continuum of Teaching Methods Lecturer participation learner participation Lecture Small Research Lab work Self study group teaching supervision

6. Learning Situations Lectures small group teaching Teaching in clinical skills center Bedside teaching Ambulatory care teaching In the community Distance education Peer- assisted Learning PBL Self study

7. To Teach Effectively, you must know: Your subject, Your subject, How your students learn, How your students learn, How to teach. How to teach.

8. Effective small group teaching

9. What is small group learning? Active participation A specific task Reflection

10. The goals of small group teaching The development of communication skills The development of intellectual and professional competencies. The personal growth of student( and perhaps the tutor)

11. How Much Small? By definition a small group comprises of 3 – 20 student and usually one tutor. Best size for complex issues is five or six. Twenty is the approximate upper limit for group interaction.

12. Small group preparation Strategy Content Goals Method Setting

13. Student perspective about advantages of SGT I personally have a greater influence on what is being discussed and understand what we are discussing. You can discuss issues together rather than be told them. Being able to participate and to find out other peoples ideas. It’s less formal, there is the possibility of asking questions. You get more individual attention. I like the flexibility of small group. Helps develop your power of analyzing problems and arriving at solutions.

14. Tutors perspective about advantages of SGT The informal atmosphere –opportunity to get know students at a personal level and for them to get to know me. Their attainment is not constrained by pressures of curriculum, difficulties associated with large group inflexibility, and passive lethargy in a mass lecture environment. I can be stimulated by students’ ideas.

15. Tutors perspective about problems of SGT Getting students to see me as an equal. Talk to me as they would to their peers. Very difficult to establish the kind of atmosphere in which students will begin to talk. Keeping my mouth shut. How to deal with a poor or irrelevant answer.

16. Methods of small group teaching Lecturing The post- lecture tutorial Step by step discussion The seminar paper Mini-presentation Springboard seminar Problem-solving Case studies, simulations Syndicate

17. The skills of small group teaching Explaining Questions and questioning Listening Summarizing and closing

18. Some common errors in questioning Asking too many questions at once Asking a question and answering it yourself Asking a difficult question too early Asking irrelevant questions Always asking the same type of questions Asking questions in a threatening way Not giving time to think Not correcting wrong answers Ignoring answers Failing to see the implication of answers

19. Examples of probing questions Does that always apply? Can you give me an example? Is there an alternative viewpoint? How reliable is the evidence? How accurate is your description? You say it is “x”, which particular kind of “x” ? In what situation would this rule breakdown? What distinguishes the two cases?

20. Listening Skim Listening Surveying Listening Search Listening Study Listening

21. The skills of small group teaching Explaining Questions and questioning Listening Summarizing and closing

22. Facilitating small group teaching Seating arrangement Expectations and ground rules Safety Making the small group smaller

23. Seating arrangements (Argyle 1983) H H LL LL Tutor dominated Interactions: Tutor student Student tutor ×× H H H LL

24. Facilitating small group teaching Seating arrangement Expectations and ground rules Safety Making the small group smaller

25. Facilitating small group teaching Seating arrangement Expectations and ground rules Safety Making the small group smaller

26. Facilitating small group teaching Seating arrangement Expectations and ground rules Safety Making the small group smaller

27. Brain storming Buzz groups Snowballing

28. After the small group activity Evaluate the success of the session Reflect on the experience

29. Evaluation and development Evaluation of the product Evaluation of the process

30. Evaluating small group teaching Direct observation Interaction analysis Question analysis Leadership discussion

32. Forming Storming Norming Performing

33. Small Group Arrangements in Large Classes

34. Classic Model

35. Floating Tutor Model

36. Floating Tutor Model

37. Peer Tutor Model   

38. Small Group Arrangements in Large Classes

41. Small Group Arrangements in Large Classes

42. Seating arrangements (Argyle 1983)

43. Team V/S Group High level of commitment to the welfare of the group High level of trust among members

44. TL V/S TL Change in the focus of instructional goals: learning course concept vs. practice using course concpt Change in the nature of events leading to learning :lectures vs. application focused team assignment Change in the role of teacher: dispensing information vs. design and management of progress Change in the role of student: passive vs. responsible

45. Potential Impacts of TL on Student’s Learning Understanding the course content Applying the course content to problem solving decision making Developing the skills for work effectively as a team Valuing the team approach to solving complex intellectual tasks Providing social support for at risk students

46. Building and maintaining faculty member’s enthusiasm for their teaching

47. Getting Started With TL

48. Before class Begins Partitioning the course content Identifying the instructional goals and objectives (knowing, Doing) Designing grading systems

49. The First Hours of Class Laying ground work for team learning Forming groups Alleviating student concern about grades

50. Each Major unit of Instruction

51. Near the end of the term Learning about course content Understanding content application Learning about the value of teams Recognizing effective team interaction Learning about themselves

52. Principles of TL Principle I: Groups must be properly formed and managed

53. Minimizing barriers to group cohesiveness Distributing member resources Learning team should be fairly large and diverse Groups should be permanent Groups must be formed by the teacher

54. Principle II: Students must be made accountable

55. Accountability for individual preclass preparation Accountability for contributing to their team Accountability for high quality team performance

56. Principle III: Team assignments must promote both learning and team development

57. The benefits of small group learning Self direction and active learning Self motivation Exploration of issues Deep learning An adult style of learning Transferable skills

58. Diagnosing Assessing  Modeling  ↑ Fading ------------  Coaching Cyclical leadership roles in small groups

59. Role of Tutor in Discussion Participation of all members Control dominant student Encourage quotes Critical thinking Articulation of thoughts Review of objectives Intermittent summary of achievements Observation of time constraints

60. TL in Medical Education Seminars Workshops Clinical Skill Sessions Communication Skill Sessions Problem based Learning Tutorial Clinical Teaching Sessions Ward based Ambulatory care Community based Support groups Lectures