02 Small Group Teaching

33DOPLA Module 2 - Small Group Teaching

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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.

34 DOPLA Module 2 - Small Group Teaching

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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



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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



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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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02 Small Group Teaching