1. Communication Skills and Health Professions Education (Medu)
Learning in Small Groups
Presented By:
Dr. Mohamed Hassan Taha

2. Learning outcomes:
After completion of this lecture, you should be able to:
Define what a small group is, explaining the significance of SGL.
Explain the phases of group development/group dynamics.
Determine the roles of tutor/students in small group learning.
Discuss the common problems encountered when working in small groups and recommend how to deall with these problems.

3. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
Barbara Gross Davis

4. Definition of Small group learning:
A typical view of a ‘small group’ is around eight to twelve learners facilitated by a teacher.
However there is no one right size for a group.

5. Advantages of SGL: Integrated learning Collaborative learning
Self-directed learning
Holistic approach
Active learning
Lifelong learning

6. Advantages of SGL:
Students have the opportunity to learn from and to teach each other.
Deep rather than surface approaches to learning are encouraged.
It facilitates greater transfer of previous knowledge and learning.
The focus is on student centred approach to teaching and learning, and assessment.

7. Examples of Small group Learning

8. E.G (1) Problem-based learning (PBL):

9. E.G (2) Team based learning (TBL):

10. Group Dynamics:

11. Reflection

12. Group Dynamics: (Five Phases)

13. The characteristics of good tutor in small group learning: 00
Is enthusiastic
Has organised the session well
Has a feeling for the subject
Can conceptualise the topic
Has empathy with the learners
Understands how people learn
Has skills in teaching and managing learning
Is alert to context and ‘classroom’ events
Is teaching with their preferred teaching style
Has a wide range of skills in their teaching repertoire, including ‘questioning, listening, reinforcing, reacting, summarising and leadership’ (McCrorie, 2006, p. 8).

14. The role of the teacher/Tutor in small group learning:
There are three main activities that small group teachers have to manage simultaneously:
managing the group
managing activities
managing the learning.
Guiding process and task, and enabling active participation of learners and engagement with ideas.
leading discussions,
Asking open-ended questions,

15. Role of students in small group learning:
Chairperson:
Lead the group through the process;
Encourage all members to participate in the discussion;
Keep group dynamics;
Time keeping;
Ensure group keeps to task in hand;
Ensure scribe can keep up and make an accurate record.

16. Role of students in small group learning:
Scribe:
Record points agreed upon by group members;
Help group order their thoughts;
Participate in discussion;
Record resources to be used by group.

17. Effective small-group instruction requires attention to the following:
(1) Task Identification: What specific type of course content, concepts or issues should be targeted and selected for group work?
(2) Timing: When should group work take place in class?
(3) Group Formation: Who should be grouped together to form learning teams?
(4) Group Size: What should be the total number of students that comprise a learning team?
(5) Group Duration: How long should teams remain together?

18. Effective small-group instruction requires attention to the following:
(6) Collective Responsibility: How can a sense of positive interdependence and true teamwork be promoted among group members? (7) Individual Accountability: How will individuals be held personally responsible for their contribution to the group? (8) Explicit Attention to the Development of Interpersonal Skills: How will group members be prepared or taught to communicate and collaborate with each other in a supportive and productive fashion?

19. Effective small-group instruction requires attention to the following:
(9) Instructor as Facilitator: What role should the instructor play during group learning to promote its effectiveness?
(10) Inter-Group Dynamics: How should interaction between different groups be coordinated, and their separate work integrated, in order to promote class synergy and community?

20. Dealing with difficult people in SGL:

21. How to deal with difficult member of the group
The level of success of a small group depends largely on the level of cohesiveness within the group
How well the students interact and get along with each other.
Realizing and minimizing disruptive student behaviors in a small group will make group working more effective and productive.

22. Common small group problems and strategies to deal with them
Persistent talkers:
They constantly dominate the discussion in the group.
Give them a specific task (e.g. taking notes, writing on a flip chart) so that they have to listen to others

23. Common small group problems and strategies to deal with them
Quiet people
Shy and timid – very quiet and seem reluctant to participate. They may speak quietly or cannot find the words to say what they mean.
They should not be put on the spot. When brainstorming/getting group responses go around one student at a time in sitting order so that each student is expected to say something

24. Common small group problems and strategies to deal with them
know-it-all
They set themselves up as ‘experts’ and try to answer all the questions.
Summarize their main points and divert the discussion to other students.

25. Common small group problems and strategies to deal with them
Complainers
Blames others and finds fault.
Be direct and say that the group has to get on with the task.

26. Common small group problems and strategies to deal with them
Clowns
Ridicule discussion by joking or making irritating remarks
Ask them for a serious contribution.

27. Common small group problems and strategies to deal with them
Arguers
Are often aggressive .They try to trap the group leader.
Stay quiet. Don’t get involved in an argument. Acknowledge that they feel strongly about the topic and invite the students for their comments. avoid lengthy debates by saying you can discuss this after the session

28. Common small group problems and strategies to deal with them
Late comers
Students who persistently arrive late without good reason.
Try to ignore their arrival, It is also important not to 'reward' late arrivals by repeating what you have already discussed in the group.

29. Common small group problems and strategies to deal with them
Side-talkers
Converses with neighbors in low tones on the topic being discussed
Look directly at the talker and say “you seem to have an opinion X can we share it?

30. Learning outcomes:
After completion of this lecture, you should be able to:
Define what a small group is, explaining the significance of SGL.
Explain the phases of group development/group dynamics.
Determine the roles of tutor/students in small group learning.
Discuss the common problems encountered when working in small groups and recommend how to deall with these problems.