Small Group Teaching. Outline Pros and Cons of SGT Pros and Cons of SGT learning environment in SGT learning environment in SGT skill involved in SGT.

Small GroupSmall Group

TeachingTeaching

OutlineOutline

Pros and Cons of SGTPros and Cons of SGT learning environment in SGTlearning environment in SGT skill involved in SGTskill involved in SGT

Small Group DiscussionSmall Group Discussion

ProsPros developing intellectual skilldeveloping intellectual skill changing attitudechanging attitude learners’ responsibilitylearners’ responsibility

ConsCons trained skilltrained skill need co-operationneed co-operation

LikesLikes TeachersTeachers

atmosphereatmosphere hear ideashear ideas on-to-one workingon-to-one working see the understandingsee the understanding

studentsstudents share ideasshare ideas individual attentionindividual attention particular problemparticular problem

DislikesDislikes TeachersTeachers

keep quietkeep quiet students’ disciplinestudents’ discipline

not to answernot to answer students’ behavior in groupstudents’ behavior in group

studentsstudents peer behaviorpeer behavior threateningthreatening

Common MistakesCommon Mistakes discussion will happen automaticallydiscussion will happen automatically teacher speak too muchteacher speak too much

7-70% 7-70% of the timeof the time no deep questionsno deep questions threatening environmentthreatening environment spoon-feeder teachers & passive studespoon-feeder teachers & passive stude

ntsnts

Why so passive?Why so passive?

principle: students avoid all principle: students avoid all possibility to ‘look silly’possibility to ‘look silly’ feel free to ask questions of the feel free to ask questions of the

instructor and their peersinstructor and their peers feel free to answer questionsfeel free to answer questions not feel threatened by giving an not feel threatened by giving an

incorrect responseincorrect response

Successful InteractionSuccessful Interaction

~ teachers’ responsibility~ teachers’ responsibility physical settingphysical setting instructor attitude ~ listeninginstructor attitude ~ listening calling studentcalling student wait timewait time responding to student’s question responding to student’s question handling studenthandling student

Physical SettingPhysical Setting 5-8 students = ideal5-8 students = ideal audibilityaudibility participation: studentparticipation: student

close to each othersclose to each others see each otherssee each others

circle is the bestcircle is the best

Quite Big GroupQuite Big Group

buzz groupbuzz group fishbowlfishbowl crossovercrossover circularcircular horseshoehorseshoe

Buzz GroupBuzz Group

FishbowlFishbowl

Crossover GroupCrossover Group

Circular QuestioningCircular Questioning

Horseshoe GroupHorseshoe Group

DiagramDiagram

questionsquestions think...think...wait...wait...

answeranswerquestionquestion

correctcorrectincoincorrecrrectt

listenlistenrespondrespond

Skills in SGTSkills in SGT

questioningquestioning listeninglistening respondingresponding

We use question to...We use question to... stimulate thinkingstimulate thinking assess student progressassess student progress check on teacher claritycheck on teacher clarity motivate student attentionmotivate student attention maintain classroom controlmaintain classroom control provide repetitionprovide repetition emphasize key pointemphasize key point

Types of QuestionsTypes of Questions ~ Bloom’s taxonomy~ Bloom’s taxonomy

knowledgeknowledge who, what, where, whenwho, what, where, when

comprehensioncomprehension explain…, what… meansexplain…, what… means

applicationapplication problem solvingproblem solving

Types of QuestionsTypes of Questions ~ Bloom’s taxonomy~ Bloom’s taxonomy

analysisanalysis what are the factors…what are the factors… outline…, diagram...outline…, diagram...

synthesissynthesis what might happen if...what might happen if...

evaluationevaluation what do you think about...what do you think about...

Types of QuestionsTypes of Questions

lower level | higher levellower level | higher level frequently higher level Qfrequently higher level Q

open-ended | close-endedopen-ended | close-ended avoid close-endedavoid close-ended

divergent | convergentdivergent | convergent

Good questionGood question purposeful and appropriatepurposeful and appropriate clear, specific and shortclear, specific and short naturalnatural thought provokingthought provoking one by one | avoid shotgunone by one | avoid shotgun one question, one conceptone question, one concept

Avoided QuestionsAvoided Questions

close-endedclose-ended tuggingtugging guessingguessing leadingleading vaguevague

While they’re respondingWhile they’re responding

you areyou are listeninglistening encouraging them to continueencouraging them to continue keep the focus of the class on keep the focus of the class on

themthem

Listening SkillListening Skill

What is saidWhat is saidYou hearYou hear

You You listenlistenUnderstandUnderstand

Be-Be-lievelieve

Re-Re-membermember

Fact about ListeningFact about Listening thought / speech Ratiothought / speech Ratio

4-5 : 14-5 : 1 extra lag timeextra lag time

we are inefficient listenerswe are inefficient listeners listening skill suffers with agelistening skill suffers with age listening is hard worklistening is hard work listening training unavailablelistening training unavailable

10 Worst Listening Habits10 Worst Listening Habits

1. 1. call the subject matter uninterestingcall the subject matter uninteresting

2. criticize the delivery or appearance of 2. criticize the delivery or appearance of the speakerthe speaker

3. become too stimulated3. become too stimulated

4. listen only for facts4. listen only for facts

5. try to outline everything that is being 5. try to outline everything that is being saidsaid

6. fake attention6. fake attention

7. accept or create distraction7. accept or create distraction

8. evade the difficult8. evade the difficult

9. submit to emotional word9. submit to emotional word

10. waste thought power10. waste thought power

10 Worst Listening Habits10 Worst Listening Habits

No Answer, Why?No Answer, Why? do not understanddo not understand not enough thinking timenot enough thinking time forget the question while forget the question while

thinkingthinking unclearunclear too difficulttoo difficult

Waiting & SilenceWaiting & Silence fact aboutfact about w waitingaiting

not inappropriatenot inappropriate give the students time to thinkgive the students time to think or you will set an undesirable normor you will set an undesirable norm

waiting timewaiting time > 3 sec> 3 sec 3-5 sec for lower level answer3-5 sec for lower level answer 8-12 sec for higher level8-12 sec for higher level more than 20 sec = punishmentmore than 20 sec = punishment

Increase Wait TimeIncrease Wait Time increase No. of student participateincrease No. of student participate increase length of responsesincrease length of responses increase appropriate answerincrease appropriate answer increase st-st intearctionincrease st-st intearction increase student questionincrease student question

Calling on StudentsCalling on Students

by their namesby their names avoid pointingavoid pointing ask to the whole classask to the whole class call on volunteer is OKcall on volunteer is OK

How to call on students?How to call on students?

speaking in a non-threatening tonespeaking in a non-threatening tone positive non-verbal cues: smiling, eye positive non-verbal cues: smiling, eye

contactcontact no insulting in case they cannot no insulting in case they cannot

respondrespond ask for help from peersask for help from peers ask first, call laterask first, call later

How to call on students?How to call on students?

randomly selectrandomly select avoid repeating students’ respondavoid repeating students’ respond deal with dominate studentdeal with dominate student ‘‘Any questions?’ is not always OKAny questions?’ is not always OK look at the student, not note, after the look at the student, not note, after the

questionquestion compatible verbal and non-verbalcompatible verbal and non-verbal

Students’ ResponsesStudents’ Responses positive reinforcepositive reinforce

verbal | non-verbalverbal | non-verbal not too much => sinceritynot too much => sincerity

probeprobe make them aware higher levelmake them aware higher level elaborateelaborate

adjust | refocus => new topicadjust | refocus => new topic redirect => new studentredirect => new student rephraserephrase

rewordreword provide more informationprovide more information break the questionsbreak the questions

Students’ QuestionsStudents’ Questions listeninglistening answer it yourselfanswer it yourself

only when no time in classonly when no time in class redirectredirect attempt to help him answer his ownattempt to help him answer his own

quite threateningquite threatening meet after classmeet after class

cons: maybe not only onecons: maybe not only one give the resourcegive the resource defer the question, not both question and studentdefer the question, not both question and student

Students’ QuestionsStudents’ Questions don’t fake an answer when you don’t fake an answer when you

don’t know it, butdon’t know it, but ask whether the others knowask whether the others know propose a plan to get the answerpropose a plan to get the answer suggest the resourcesuggest the resource volunteer to find the answer yourselfvolunteer to find the answer yourself

Assess Questioning SkillAssess Questioning Skill

videotape self reviewvideotape self review peer-reviewpeer-review survey on questioningsurvey on questioning student evaluation of questioning student evaluation of questioning

skillskill