Indirect teaching small group facillitation

M.Hosseinzadeh,MDFaculty of Medical EducationSBMU

Indirect teaching or teaching in small group

Outline DefinitionIts potentialPerspective of students and teachersEvaluation

Small group3The problem of developing small group teaching depends as much on student training as on teacher training. Stenhouse 1971

What is small group?4Small group work is characterized by student participation ,a specific task, and reflection it is possible to have a small number of students and a tutor and yet participation by the students remains minimal.

How much small ?5by definition a small group comprises of 3-20 student and usually one tutor.best group size for complex issues is five or six.twenty is the approximate upper limit for group interaction.

Reason to choose6Moving from a teacher-centered approach to education to a more student-centered approachHowever the reason for choosing small groups should be dictated by the educational objectives of the session.

What are the potentials of small groups?7It familiarizes students with an adult approach to learningIt encourages students to take responsibility for their own learningIt promotes deeper understanding of materialIt encourages problem-solving skillsIt encourages participation

What are the potentials of small groups?8The development of communication skillsThe development of intellectual and professional competenciesThe development of presentation skillsThe personal growth of students (and perhaps the tutor)

Higher order intellectual skill9Logical reasoningCritical thinkingSynthesizingEvaluating evidence or dataarguing rationallyProblem-solving

Methods of small group teaching10WorkshopsThe post-lecture tutorialClinical skills sessionsSeminar paperCommunication skills sessionsProblem-based learning tutorialsCase studies and simulations Clinical teaching sessionsWard-basedAmbulatory careCommunity-based

Two important dimensions of Teaching practice11Seminar paperwhile paper isreadCase studyProblem-based classDiscussion followingreading of seminar paperLecturePost-lecturetutorialTutor dominatedStudent dominatedDominanceDegreeof StructureHighPoor

Tutors perspective about advantages of SGT12The informal atmosphereTheir attainment is not constrained by pressures of curriculum, I can be stimulated by students ideas.Hearing the spontaneous insights of students.More feedback opportunityThe educational goals as a contract between me and the group.

Students perspective about advantages of SGT13A greater influence on what is being discussedYou can discuss issues together rather than be told them.Being able to participate and to find out other peoples ideas.Its less formal, there is the possibility of asking questions. You get more individual attention.I like the flexibility of small group. It teach you how to converse in a literate manner.Helps develop your power of analyzing problems and arriving at solutions.

Tutors perspective about problems of SGT14Keeping my mouth shutGetting a discussion goingIt requires considerable skill to direct discussionIt requires considerable more mental alertness and flexibility than a formal lectureKeeping on your toes all the timeVery difficult to establish the kind of atmosphere in which students will begin to talkShutting up the vociferousBringing in the meekHow to deal with a poor or irrelevant answer

Students perspective about problems of SGT15A small group can easily be dominated by one personLong silencesYou cant hide outBeing asked to contribute when you dont want toBeing directly asked vague questionsA feeling of being assessed by the lecturer through your answers to questions and your attitudesYou have to have completed a certain amount of work to understand whats going on

Evaluating small group teaching16Direct observationInteraction analysisQuestion analysisLeadership discussion

Rating schedule for Tutor17Good group leader _ _ _ _Fits into the group _ _ _ _Patient _ _ _ _Never Sarcastic _ _ _ _Lively _ _ _ _Pleasant manner _ _ _ _Interested in students _ _ _ _Interested in my ideas _ _ _ _Treated me with respect _ _ _ _Encourage me to discuss problems _ _ _ _Clearly audible _ _ _ _Interprets theories and ideas clearly _ _ _ _Gets me interested in his subject _ _ _ _Stresses important material _ _ _ _Uses good examples and illustrations _ _ _ _Appears confident _ _ _ _Is up-to-date with knowledge _ _ _ _

Poor group leaderToo forcefulImpatientsarcasticMonotonousUnpleasant mannerNot interested in studentsNot interested in y ideasDoes not treat me with respectUnable to discuss problemsMumblesLeaves me confusedBores meAll material seem the sameNever gives examplesNot confidentNot aware of latest developments

Rating schedule for Tutorial18Well organized _ _ _ _Good progression _ _ _ _Tutorials are well prepared _ _ _ _The group enjoys meeting together _ _ _ _Time is well spent _ _ _ _New material covered _ _ _ _Blackboard: easy to read _ _ _ _Overcome difficulties through lecture _ _ _ _

MuddedPoor progressionTutorials are not well preparedThe group does not enjoys togetherThere are a waste of timeMerely repeat lecture materialsBlackboard: illegibleDifficulties not dealt with

Rating schedule for students response19I am fully aware of my progress _ _ _ _I enjoy contributing _ _ _ _I look forward to the tutorials _ _ _ _I have learnt a lot _ _ _ _My comments have been welcomed _ _ _ _I am more inclined to continue the _ _ _ _ subject

I seem to be working in the darkI try to say nothingI would prefer not to attendI have learnt nothingMy comments have not been soughtI have developed an aversion to the subject

Rating schedule for the whole course20Difficult _ _ _ _Too much material _ _ _ _Vocationally useful to me _ _ _ _Interesting _ _ _ _I will do further study _ _ _ _

EasyNothing much in itWaste of timeBoringI will not pursue it

Browns interaction analysis system21LTSTStotalQQQQQQQQ///////////////1472LT lecture talkST student talkS silence

Q questionC correctionE explanationS summarizingThe lecturer talked for approximately 60% of the time, the student for 30%.The lecturer asked 5 question, the students 3.This small group session is too tutor-dominated

Question analysis22Type Level Quality Target Style Narrow Thought Clear Confused Directed Undirected Encouraging Neutral Threatening Broad Recall 123456

Leadership style23Authoritative Facilitative Prescriptive Informative Confronting Cathartic Catalytic Supportive Giving advice, direction,Being critical, evaluativeOffering judgmentGiving informationInterpretation, being didacticDirectly challengingAttitude, beliefs, actionsReleasing tension,Encouraging laughter,Other emotionsEliciting information,Encouraging self-directedProblem-solvingBeing approving,Confirming, validating987654321101112Total Total authoritative score :Total facilitative score :A/F ratio:

SummarySmall group is about interactionPossibility for more students activity as well as following the structureWhy choosing small groupDifferent perspective from students and facultiesEvaluation