1. Small Group Learning

2. 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.

3. 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.

4. Group  Number of people interacting in a face-to-face situation  Generates individual activity as a basis for interaction among all participants

5. Size  5-12 members  Affective learning – smaller groups are more effective Too small –insufficient diversity of ideas  Cognitive learning – group can be larger Too large – not enough opportunity for participation

6. 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.

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

8. 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?

9. Goals and Objectives  Specific  Clear and understandable  Appropriate for learners’ level  Relevant  Flexible and modifiable  Available  Learner-driven

10. Group Learning Activities  Supportive of goals  Appropriate context  External or internal experiences  Promote active learning

11. 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

12. 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

13. Schedule  Time for key activities  Allow for change of pace/breaks  Structured /unstructured  Allow for slippage and change of direction

14. Organizing the Group Co-active Group

15. Organizing the Group  Interactive group

16. Leadership Style  Determines group atmosphere 3 styles  Autocratic  Democratic  Laissez-faire Lewin, 1948

17. Group Dynamics  Forming  Storming  Norming  Performing  Adjourning Tuckman & Jensen, 1977

18. 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

19. 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

20. Some strategies to facilitate discussion  Think-Pair-Share  Buzz groups  Brain-storming  Role playing

21. 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

22. 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

23. 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

24. Conclusion  Group sessions - very effective for learning and decision-making  Group members contribute facts, concepts, personal experiences Novel insights and new synthesis through reflection, review and fresh thought