Teaching and small group learning Transforming Teaching November 12, 2010 Japuraalwis.

Teaching and small group learning

Transforming TeachingNovember 12, 2010

Japuraalwis

Adult learners

•self-directed

•see themselves as “doers” or “producers”

•self-esteem gained from contributions

•respond to informal, friendly atmosphere

Outcomes influenced by participation

• course ratings

• course completion rates

• lower lateness and absenteeism

• time spent thinking about the course outside of class hours

• learning (perhaps)

(Ray Rasmussen)

What happens when group strategies go

wrong?Discuss in pairs:

Describe what happens (what you actually see) with respect to classroom participation when a small group strategy or discussion doesn’t go well (e.g., a few over-active students who quickly answer every question; dominate a group).

Focus on what happens, not why at this point.

TT thoughts:

- lower personal responsibility felt by group members- one person not as strong as another in the group- students go off topic- personalities determine the success of groups- one person takes over- students come to the instructor for too much help- roles in groups aren’t well defined and creates an atomistic view of the learning- I don’t create good questions- lame debriefing - difficult to assess individual performance from group submissions

Commonly mentioned:

• Some students dominate the group

• Too much silence - some never do anything - kill time

• Groups drift off topic

• Lack of excitement

• Distracting side conversations

• Interpersonal conflict

• Individuals complain that they are carrying the load for the group

• Individuals worry about how they will be evaluated

Considerations

•Do you have a clear reason for using group work?

•Clear objectives? Shared or hidden?

•A careful, deliberate process?

•Reasonable assessment & evaluation?

Group discussions/projects

•Think-pair-share

Case study

Procedure: Students receive a description of a situation. They are asked to analyze the problem and suggest how they would handle the situation. Usually involves guided discussion of the issues by the instructor.

Case Study: "Oil Wells"

Congratulations! An oil-well servicing company has just hired you as their instructional designer to address a training problem they have identified. They’re not exactly sure what you’re going to do for them, but they are confident that you will be able to help them solve their problem.

The issue involves a piece of equipment called a plug-loading head that is used in the drilling process. It’s a simple piece of equipment, yet vital to the success of any drilling program. A single error by the operator of this device can easily result in $100, 000.00 setback to the drilling operation. The company feels that the current error rate is simply too high, resulting in unacceptable costs. Training in other areas of the company is typically classroom-based and instructor-led, but they are open to alternative suggestions.

Now it’s time to put on your design consulting hat. Consider the information given and determine what questions have already been answered for you and what questions still beg for details. Together with the necessary list of questions, draft an outline of the process that you would like to follow to help this company with their problem.

Problem-based learningStudent-centered instructional strategy in which students

collaboratively solve problems and reflect on their experiences.

Characteristics of PBL include:

•Learning is driven by challenging, open-ended problems.

•Students work in small collaborative groups.

•Teachers take on the role of "facilitators”

•Guidance is progressively faded

WebquestWebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

Learners typically complete WebQuests as cooperative groups. Each learner within a group can be given a "role," or specific area to research. WebQuests may take the form of role-playing scenarios, where students take on the personas of professional researchers or historical figures.

http://webquest.org/

http://ca.geocities.com/tm_fuller/

Thinking inside the box

Inquiry-based mystery exercise that focuses on process rather than resolution

Talk to Kim West, GMCTE, 966-2249

Team debatesA resolution is given to teams that has an affirmative proposition and negative proposition. Teams are assigned. They develop their positions and a structured debate (you can make up the rules)

World Economic Forum from Cologny, Switzerland

follows. Typically, there is a construction period for each team followed by a rebuttal period. Some students can act as judges.

Mock Trials

Heather? Patricia?

stephen boisvert

Scavenger/treasure hunts

A series of questions are given to small groups of students. They have a designated amount of time to find the answers

Example: http://ecthistory.wikispaces.com/e.t.+history+treasure+hunt

JigsawSmall groups are formed, and each group is given its own problem, issue, question, etc. that they must solve or answer. Because this is the only group working on that particular problem, each group becomes an “expert” group.

After a set amount of time, new groups are formed consisting of one representative from each expert group— peer teaching.

Study groups

Peer-Assisted study groups, peer mentoring, learning communities (see ULC site for more info--good place to refer students)

Benefits of small group learning

•Social connections with peers (increases retention)

•Mutual learning opportunities

•Team work is authentic

•Employs complex, higher-order thinking

•If well planned, more can be taught, & more effectively.