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Module 2SMALL GROUP TEACHING
The aims of this session are to: consider the pros and cons of
the small group teaching setting explore ways of establishing
effective learning environments in small
group teaching explore the skills involved in facilitating
effective small group teaching.
Learning outcomesAt the end of this module participants should
be able to: use appropriate strategies to establish an effective
small group teaching
environment acknowledge and identify the skills needed to
facilitate effective small
group teaching.
For this module you will find: tutor script (pp. 35-40) OHTs
(pp. 41-51) handouts (pp. 52-59).
You will need: flipchart and pens overhead projector.
Content2.1 Introduction2.2 Research into small group teaching2.3
Group exercises2.4 Skills in small group teaching2.5 Suggested
reading
ApproachFollowing initial input in sections 2.1-2.2,
participants work briefly in small,non-language specific groups on
a group familiarisation task and share ideaswith the whole class.
Further tutor input then focuses on issues such asquestioning,
responding and correcting.
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Time requiredTutor input 55 minutesGroup work 20 minutes
Total 1 hours
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Small Group Teaching
2.1 Introduction
This module stands back from immediate concerns with language
teaching, to think aboutgeneral issues of teaching strategy. The
most favoured teaching setting in the UK is that ofthe small group,
largely because of the emphasis our teaching culture puts on
supporting,encouraging and developing students individually.
Although student numbers have increasedgreatly in UK universities
so that group numbers can be as high as 20, university teachers
stillfavour this method of teaching and want to retain it.
OHT 2.1 Likes and dislikes p 41
Tutors and students give various reasons for liking or disliking
the small group teaching setting.Tutors like the atmosphere of the
group, the stimulating ideas they hear from students, andthe
opportunity to work with them on an immediate, one-to-one basis,
making correctionsand carrying good learning forward. They like to
see how and when students are developingtheir understanding.
(Teachers cannot do this in the very large, anonymous lecture,
where it isimpossible to know what everyone is doing or to check on
individual learning.) Studentsenjoy small group teaching because
they can share ideas, there are opportunities for
individualattention and they can bring their particular problems to
be solved.
However, both groups report some problems with small group
teaching. Tutors find it hard tokeep quiet: apart from their
natural tendency to talk, they find it hard to deal with a
situation inwhich students will not answer questions or volunteer
information. There is also the problemof the student who talks too
much and does not let the others have a say (and often the
othersare only too happy to let that student do the work for
them!). Students also say they do not likeone person to dominate
the discussion (even though they often let them do so). However,
asstated above, they like the opportunity to express their views,
but they also find the smallgroup teaching setting quite
threatening, because if they have not done the homework or donot
know how to do something, they cannot hide in the way they can in a
large lecture group.Overall then, there are problems in achieving a
harmonious situation where everybody iscontributing.
2.2 Research into small group teaching
OHT 2.2 Research on small group teaching 1 p 42
Looking at research on the effectiveness of different learning
settings, small group teachingis better at developing intellectual
skills, changing attitudes and encouraging the taking of
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responsibility for learning. That comes as no surprise in view
of the four elements of effectiveteaching discussed in Module 1 -
How Students Learn (motivational context, learner activity,learner
interaction and the well-structured knowledge base). Successful
small group teachingdepends on strategies that use these elements,
and relies on co-operation between tutorsand students to achieve
the best possible learning.
OHT 2.3 Research on small group teaching 2 p 43
To encourage maximum activity on the part of learners, teachers
have to be careful not tospeak too much. Research into how much
teachers talk in small group teaching shows variationbetween 7 70%.
If teachers are talking for 70% of the time, then they are talking
too much.There are not enough opportunities for learners to talk,
work and learn. Again, though Module1 emphasised the importance of
deep learning, research suggests that most teachersrequests for
information involves students in simple recall of information, that
is to saysuccessful answers depend on memory, which is associated
more with surface approachesto learning.
Small group teaching is a skilled business. It is not just about
choosing appropriate contentfor lessons, but about devising
appropriate activities and developing the skills needed tomanage
the learning environment in such a way that the students learn
effectively. For that tohappen teachers also need to get the
students to co-operate in the enterprise, and here theimportance of
the pastoral tradition in the UK teaching system has to be
appreciated. This isexplored at greater length in Module 8 -
Understanding the British Education System, so it isenough to say
here that there is a strong tradition in the UK of seeing teaching
as both aneducating and a nurturing process. It is felt to be
important to establish a distinctive rapportwith each student, and
to encourage the student to see the teacher as a mentor and guide.
Itis also considered crucial to establish a learning environment in
which students feel safe,confident and able to trust the teacher
not to embarrass them or allow them to be embarrassedby other
members of the group. Fear of embarrassment runs very deep in
British culture. Forexample, a frequent complaint of all teachers
is that students are silent and do not contributein class. While
this may be because they are asleep, lazy or ignorant, it can
equally be becausethey are afraid to speak out in case they give
the wrong answer, and thus lose face in front ofthe teacher and
their peers.
It falls initially to the teacher to establish an environment
that is comfortable and secure enoughfor students to feel able to
speak out, even when they are not sure if they are going to give
theright answer. This involves the teacher first thinking about the
information that teachers andstudents need to have about each other
if they are to be comfortable working together. It theninvolves a
consideration of the responsibilities that the teacher has to the
students, and thatthe students have to the teacher and to each
other. The following exercises allow explorationand discussion of
these issues.
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2.3 Group exercises
Group exercise 1 in threes, non-language specific groups, five
minutes.
Very soon you will be facing some of your classes for the first
time. What I would like you to doin your groups is to think about
what you need to know about the students when you startworking with
them, and what you would like them to know about you.
Put results onto the flipchart and discuss.
Group exercise 2 in threes, non-language specific groups, five
minutes.
Now discuss the ground rules that you will set the
responsibilities that both they and youhave.
Put results onto the flipchart and discuss.
2.4 Skills in small group teaching
Once a teaching situation has been devised that is motivating,
involves activity, and is basedon students existing knowledge, the
teacher needs to consider the skills required to makethe lesson
effective.
OHT 2.4 Skills for effective small group teaching p 44
These can be divided into four elements: you have to listen to
the students you have to question the students you have to respond
to what they offer you sometimes you have to explain things to
students.
ListeningThe skill of listening involves listening respectfully
to the speaker but also listening as a teacherto evaluate
understanding.
OHT 2.5 Listening skills p 45
These are different ways of listening, some of which are more
analytical than others. Listeningfor particular content is
appropriate if the focus is very particular, say on the use of
verb, tenseor structure. Listening for significance beyond
immediate content will happen when the teacherwants to move the
student on to the next step. Teachers often have to listen very
carefully toextract meaning from what students are saying, and this
can be very tiring, because studentsdo not always express
themselves particularly well or clearly. However, it is important
to build
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on what students actually say (not what you think they might
have said), so good listeningskills are necessary.
OHT 2.6 Strategies for questioning p 46
QuestioningThere are many different ways to ask questions. They
can be particular, focussed questions,or they can be reflective
questions that ask learners to think back over something they
havedone or to come up with an idea. Sometimes questions need to
give a hint in order to helpstudents arrive at the answer.
Questions should always be pitched at the appropriate level forthe
student.
OHT 2.7 Why questions may not produce answers p 47
OHT 2.8 How questions may produce answers: some suggestions p
48
This issue of giving students time to think is important.
Because the teacher usually knowsthe answer, he/she cannot
understand why the student is taking so long. The danger is
thenthat the teacher jumps in and gives the answer, or moves away
too quickly and asks anotherstudent. The original student then
feels demoralised and stupid because he/she has not comeup with the
answer fast enough; this inhibits future attempts.
Teachers also overestimate the amount of time they are giving
students, because the subjectiveappreciation of time is very
different from its objective passage, and they are tempted againto
jump in too quickly.
When there is no answer to the question it is possible that the
teacher has not phrased it well,and that the students cannot make
sense of it. This happens very often and it is always
worthrephrasing the question, or asking the students if they
understand what is being asked ofthem, especially when a question
is complex or requires extended thought. In such cases it isoften a
good tactic to ask pairs or small groups to consider a question.
This removes individualembarrassment and students will not feel bad
if things go wrong because they will feel thatthey have all made
the same mistake.
OHT 2.9 Hints on explaining p 49
ExplainingTeachers have to do a lot of explaining. Often this is
to an individual student, but when anumber of students are making
the same mistake the teacher will usually stop and explorethe
problem. Here it is important to establish the nature of the
difficulty, e.g. whether newknowledge is needed, or whether old
knowledge has to be revised. Important questions hereare:
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How much needs to be explained?You explain however much needs to
be explained for that particular point and for theseparticular
students, then get back to the main exercise. You do not go into
scholarly detailfor the advanced linguist, because that would be
too much in that particular setting. Yousimply do what is necessary
and appropriate at that point, making sure that studentsunderstand
it.
How should it be paced? Should it be written down?People learn
in different ways and it is probably fair to say that language
students learn alot by listening; but it often helps to reinforce
that with a visual representation of the point.If you can appeal to
more than one sense, then you provide additional reinforcing
points.So you may find that it helps to set it out on a sheet, or
to draw a diagram of the operationof the rule.
OHT 2.10 Aspects of responding p 50
OHT 2.11 Responding - some pitfalls p 51
RespondingTeaching is about progressing learning, and is thus
developmental. Responding to whatstudents say therefore involves
consideration of the following:
Building on the answer obtained to provide an explanation.
Taking what is offered, elaborating on it and perhaps building
around it, before you
feed it back. Asking further questions that consolidate the
learning or move it on. Summarising or checking that students have
understood. Asking further questions to see if they have really
understood. Discussing flaws in a given answer. Do not embarrass
the individual but use mistakes
and errors as a learning opportunity for everyone.
Error correctionThis issue is explored in other modules as it
relates specifically to language learning; thepoints here are
general ones. Teachers like correct answers but they also need
errors,because this is the only sure way of knowing that someone
has NOT got their thinkingabsolutely accurate. After all, correct
answers may have been arrived at by accident or byfaulty thought
processes. But until the teacher knows what these thought processes
are,there is no way of correcting them. So teachers do need wrong
answers to progresslearning. But this means that students have to
feel secure enough to try out ideas andanswers even when they are
not sure that they will be correct, and for that a
comfortableclassroom atmosphere is necessary. Correction needs to
be done sensitively andconstructively, but it does need to be done,
otherwise the individual student, and the class as
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a whole, will not know which answers are correct/acceptable and
which are not. Teacherstherefore have to find ways of acknowledging
students contributions (thus showing respect)but also correcting
them if necessary.
Finally, there is the interface between support and admonition.
Students are all too human:they may not do what is asked of them;
the teacher may put in a great deal of effort andget back nothing;
and students may on occasion fail to engage with tasks as the
teacherwould wish them to do. The classroom relationship needs to
be such that the teacher andstudents recognise the teachers right
to admonish them when this is deserved, withoutlosing the overall
collaborative and supportive learning environment.
2.5 Suggested reading
Baume D. and Baume C. (1996): Learning to Teach: Running
Tutorials and Seminars.Oxford Centre for Staff Development,
Oxford.
Gibbs G. (1992): Discussion with More Students (Part 3, Teaching
More Students Project).PCFC, London.
Griffiths S. (1999): Teaching and learning in small groups. In A
Handbook for Teaching andLearning in Higher Education. Eds. Heather
Fry, Steve Ketteridge and Stephanie Marshall.Kogan Page,
London.
Habeshaw S., Habeshaw T. and Gibbs G (1988): 53 Interesting
Things to do in your Seminarsand Tutorials. Technical and
Educational Services, Bristol.
Jacques D. (1990): Small Group Teaching. (SCED paper 57) SCED
Publications,Birmingham.
Macdonald R. (1997): Teaching and Learning in Small Groups.
SEDA, Birmingham.
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Likes and dislikesTutors
Informal atmosphere, stimulated by studentideas, providing
instant feedback, developing
understanding
Keeping my mouth shut, getting a discussiongoing, dealing with
the vociferous, meek and
irrelevant.
Students
Developing understanding, sharing ideas,individual attention,
flexibility, problem solving
and analysis.
Domination by one person, silences, you canthide, being asked
vague questions.
From: Luker P.A. (1987): Some Case Studies of Small Group
Teaching.Unpublished PhD, University of Nottingham.
OHT 2.1
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Research on small group teaching 1
Comparisons of SGT and other methods
Small group teaching better than other methodsat developing
intellectual skills, changing attitudesand encouraging
responsibility for learning
BUT
Its success depends on the tutor AND the students
OHT 2.2
From: Luker P.A. (1987): Some Case Studies of Small Group
Teaching.Unpublished PhD, University of Nottingham.
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Research on small group teaching 2
Skills of SGT
Lecture talk varied from 7% to 70% in one study
Questions varied from 1 to over 100 in one study.Mean = 67
Most statements and questions were recall
OHT 2.3
From: Luker P.A. (1987): Some Case Studies of Small Group
Teaching.Unpublished PhD, University of Nottingham.
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Skills for effective small groupteaching
Listening
Questioning
Responding
Explaining
OHT 2.4
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Listening skills
DO
Pay attention
Gather information Allow silences
DONT
Respond too quickly Jump to conclusions
TRY
To keep an open mind To recognise your own prejudices To be
responsive more than initiating To reflect back what has been said
to
check you understand
OHT 2.5
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Strategies for questioning
Use probing questions
Use reflective questions
Use questions which contain hints
Pitch questions at the right level
Put questions in the right way
Use sets of questions in order
OHT 2.6
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Why questions may not produceanswers
Students do not understand your question
You do not give enough thinking time
Students are afraid of making fools ofthemselves
Students forget the questions while theythink about the answer.
(This should notbe taken as failure on the students part;it is
absolutely normal and, if anything,an indication of their
involvement.)
Your question was unclear
None of the students can provide acorrect answer
OHT 2.7
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How questions may produceanswers:
some suggestions
Count silently up to 10 (some peoplesuggest 20) before giving
up
Write the question on the board or show iton the overhead
projector
Ask students to make notes for an answeron a piece of paper
before asking any toreply
Ask students to discuss the question witha neighbour and then
ask for the outcomeof the discussion
Ask if any clarification of the question isneeded after the
students have had somethinking time
OHT 2.8
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Hints on explaining
Identify the problem to be explained
Ascertain the level and knowledge of thestudent
Structure the explanation- divide it into parts- state the
number of parts- explain each part and how they linktogether
Avoid giving too much information too fast
Avoid explaining too much too early
If the explanation is complex write it downas you talk students
through it
Explain content and process
Do not be drawn into taking over
OHT 2.9
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Aspects of responding
Responding involves:
Active listening Intervention in a variety of ways and for a
variety of reasons
Responding in order to:
Challenge or confront statements Help the student find meaning
Integrate new learning with previous knowledge Analyse a concept
Clarify or check knowledge Introduce a new concept Summarise a
topic Encourage and promote confidence Ask a direct question
OHT 2.10
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Responding - some pitfalls
Ignoring answers
Failing to see the implications ofanswers
Failing to build on the answersobtained
OHT 2.11
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Methods of small group teaching
1. Lecturing
Sometimes a mini-lecture/explanation is necessary, either
relating to the structure of theclass (e.g. at the beginning as an
introduction) or to explain a concept or issue to thewhole group.
Often, the lecturing is best done towards the end of the class.
2. Controlled/Step-by-Step Discussion
In this scenario, the tutor retains tight control over the
direction of the discussion, quiteoften following a planned
sequence of issues/questions.
3. Seminar/Tutorial/Group Tutorial
A seminar will usually involve group discussion of a paper
prepared by one or morestudents. Tutorials are usually meetings of
small groups who discuss an essay or problem.Group Tutorial
indicates that the tutor will give initial direction on a topic for
discussion butthat the largest input is from the students.
4. Rounds
Each member of the group is asked to make a contribution.
5. Gifts
Students are asked to bring an example of something to the next
class. The gifts thenbecome the subject of discussion at the
tutorial.
6. Students Questions
Students are asked, either individually or in pairs, to
formulate questions relating to thetopic under discussion. They are
then written up by the tutor and discussed in turn, ordecisions are
taken by the group about which questions should be pursued.
7. Brainstorming
This involves the brief generation of ideas which are collected.
No criticism at first - acase of quantity not quality of ideas.
This is then followed by evaluation and discussion ofideas.
HANDOUT 2.1
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8. Buzz Groups/Snowball/Pyramids/Fishbowls
These are all methods of making the large group smaller:-
Buzz Groups
Involve asking the group to break down into smaller groups for
brief discussion tofollow up a particular point.
Snowballs/Pyramids
Individuals work on their own for an agreed time, then share
what they have donewith a partner, before probing their work in
groups of 4 to 8. At each stage a separateand progressively higher
level task can be prescribed. The final task can be a
grouppresentation.
Fishbowls
A number of students discuss a topic while the remainder observe
and record whathappens and are asked to report to the class at the
end. Those observing could beallowed to intervene if they see
something going badly wrong.
9. No-Teacher Groups/Leave the Room and Carry on Without Me
Tutor acts as a resource available to be consulted but the group
is largely left to its owndevices to work on project/problem/topic
for discussion.
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Advice sheet on listening skills
DoPay attention
- by looking at the speaker- by inclined body language towards
him/her- by minimising distractions
Gather information
- by observing the speakers body language- by listening for
his/her feelings
Test for understanding
- of facts- of feelings
Hold your fire
- by suspending judgement- by not responding too quickly- by
allowing silences
Express understanding
- by reflecting back key phrases- by showing empathy
DONT- interrupt or show impatience- jump to conclusions- give
advice
TRY- to keep an open mind- to recognise your own blind spots and
prejudices- to be responsive more than initiating
From: Griffith S. & Partington P. (1992): Effective Learning
and Teaching in Higher Education - Enabling ActiveLearning in Small
Groups, Module 5 from Part 3. CVCP, Sheffield.
HANDOUT 2.2
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Small group teachingProblem participants
1. The silent student
For the past five weeks you have had a student in your tutorial
group who has neverspoken. Even when you have asked the student a
simple direct question you havereceived only a monosyllabic answer
or a silence.
Today you tried again. You asked a question. The student
answered your question atlength. Unfortunately the answer was
totally wrong.
What do you do next in the tutorial?
2. The agressive student
You have just begun an important session with a new group of
students. Suddenly one ofthem leans forward and says angrily:
Im sick of these sessions. In fact Im pissed off with all this
rubbish. When are we goingto get down to something useful?
What do you say in the next few minutes?
3. The know-it-all
In your tutorial group you have a student who is superbly
confident, always answers yourquestions, talks a lot and puts down
anyone who disagrees. The group has become veryintimidated by the
student.
What do you do?
HANDOUT 2.3
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Module 2SMALL GROUP TEACHING
Likes and dislikesTutorsInformal atmosphere, stimulated by
student ideas, providing instant feedback,
developingunderstanding
Keeping my mouth shut, getting a discussion going, dealing with
the vociferous, meekand irrelevant.
StudentsDeveloping understanding, sharing ideas, individual
attention, flexibility, problem solvingand analysis.
Domination by one person, silences, you cant hide, being asked
vague questions.
(From: Luker P.A. (1987): Some Case Studies of Small Group
Teaching. Unpublished Phd,University of Nottingham.)
Research on small group teaching 1Comparisons of SGT and other
methodsSmall group teaching better than other methods at developing
intellectual skills, changingattitudes and encouraging
responsibility for learning
BUT
Its success depends on the tutor AND the students
Research on small group teaching 2Skills of SGTLecture talk
varied from 7% to 70% in one study
Questions varied from 1 to over 100 in one study. Mn no. 67
Most statements and questions were recall
(From: Luker P.A. (1987): Some Case Studies of Small Group
Teaching. Unpublished Phd,University of Nottingham.)
Skills for effective small group teaching Listening
HANDOUT 2.4
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Questioning Responding Explaining
Listening skillsDO Pay attention Gather information Allow
silences
DONT Respond too quickly Jump to conclusions
TRY To keep an open mind To recognise your own prejudices To be
responsive more than initiating To reflect back what has been said
to check you understand
Strategies for questioning Use probing questions Use reflective
questions Use questions which contain hints Pitch questions at the
right level Put questions in the right way Use sets of questions in
order
Why questions may not produce answers Students do not understand
your question You do not give enough thinking time Students are
afraid of making fools of themselves Students forget the questions
while they think about the answer. (This should not be taken
as failure on the students part; it is absolutely normal and, if
anything, an indication oftheir involvement.)
Your question was unclear None of the students can provide a
correct answer
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How questions may produce answers: some suggestions Count
silently up to 10 (some people suggest 20) before giving up Write
the question on the board or show it on the overhead projector Ask
students to make notes for an answer on a piece of paper before
asking any to
reply Ask students to discuss the question with a neighbour and
then ask for the outcome of
the discussion Ask if any clarification of the question is
needed after the students have had some thinking
time
Hints on explaining Identify the problem to be explained
Ascertain the level and knowledge of the student Structure the
explanation
- divide it into parts- state the number of parts- explain each
part and how they link together
Avoid giving too much information too fast Avoid explaining too
much too early If the explanation is complex write it down as you
talk students through it Explain content and process Do not be
drawn into taking over
Aspects of respondingResponding involves: Active listening
Intervention in a variety of ways and for a variety of reasons.
Responding in order to: Challenge or confront statements Help
the student find meaning Integrate new learning with previous
knowledge Analyse a concept Clarify or check knowledge Introduce a
new concept Summarise a topic Encourage and promote confidence Ask
a direct question
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Responding - some pitfalls Ignoring answers Failing to see the
implications of answers Failing to build on the answers
obtained
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