Small Groups & Effective Discussions Scott Grogan Shawn Alderman Faculty Development Fellows.

Small Groups & Effective Discussions

Scott Grogan

Shawn Alderman

Faculty Development Fellows

Objectives

• Reviewed levels of cognitive learning

• Discussed strengths and weakness of leading discussions

• Identified methods for leading small group discussions

• Practiced leading small group discussions

Take Home Points

• Prior planning prevents …• Keep it Safe• Manage personalities

Levels of Learning • Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

Unconsciously Unaware

Consciously Unaware

Consciously Aware

Unconsciously Aware

Activity OneLearner

Educator

Strengths of Discussions

• Encourages active participation

• Provides immediate feedback

• Develops higher order cognitive skills

• Develops interests and values

• Changes attitudes

Weaknesses of Discussions

• May be difficult to get participation

• Time consuming

• Not ideal for large amounts of info

• Requires more forethought/planning

Opportunities

• Evaluate skill in speech & discussion

• Evaluate problem solving skills

• Stimulates thought, reflection, & understanding

• Promotes safety

Threats

• Instructor has less control

• Poor preparation

• The over-participator

• The under participator

When are small groups effective?

• Size

• Planned

• Unplanned

Steps in Leading Effective Group Discussions

1. Prepare for the discussion

2. Getting the discussion started

3. Managing the group process

4. Concluding a discussion

Prepare for the Discussion

• Needs assessment • Set objectives • Determine

– Material– Discussion format– Group size – Setting

Getting Started

• Introduce the topic

• State the objectives

• Create the agenda

• Establish ground rules

Creating Safety

• Model Mutual Respect

• Not essential to control every input

• Intervene when necessary

Managing the Group Process

• Exhibit enthusiasm

• Encourage active participation

• Keep group on track

• Summarize key ideas periodically

• Instructor's primary role is facilitator

Sustaining the Discussion

Ask the right questions…

• Convergent

• Divergent

• Open

• Probing

Dynamics of Questioning

• Timing of questions

• Maintain eye contact

• Controlling excessive talkers

• Solicit responses from the non‑talkers

Nonproductive Behaviors

• The Rescuer

• (Hector) the projector

• The Apologizer

• The Space cadet

• The Withdrawer

• The Monopolizer

Assessing the Learner

• Level of knowledge

• Ability to apply knowledge

• Problem solving ability

• Attitudes

Concluding a Discussion

• Summarize key concepts without introducing new material

• Provide closure

• Stimulate further thought

Group Discussion One

• Pick a discussion leader

• Pick a card

• Lead the discussion!

How did it go?

• What did you see happening?

• Why?

• What could be done differently?

Group Discussion Two

• Pick a new discussion leader

• Leader picks a new card

• Lead the discussion!

How did it go?

• What did you see happening?

• Why?

• What was different?

Take Home Points

What next?

• In what situations will you apply this?

• How will you succeed in your next discussion?