1. Small Group Teaching Dr Ralph Mitchell MBChB BSc Dr Ralph Mitchell MBChB BSc

2. 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'

3. 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

4. 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

5. 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

6. 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!

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

8. 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

9. 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 and asking the group Break into sub-groups – ask talkative person to scribe Rearrange the searing so that you are sitting beside the talkative person

10. 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 and asking the group Break into sub-groups – ask talkative person to scribe Rearrange the searing so that you are sitting beside the talkative person

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

12. Questions?

13. References Small Group Teaching – key theories and methods University of New South Wales http://www.med.unsw.edu.au/medweb.nsf/resources/Induction09/$file/Session+5_Small+gr oup+teaching_July+09.pdf