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Page 1: Tadris - mums.ac.ir
Page 2: Tadris - mums.ac.ir
Page 3: Tadris - mums.ac.ir
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��!& } ��!&:$ } �.��6�thinking- pairing- sharing

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Page 39: Tadris - mums.ac.ir

Small group teaching can be a most rewarding experience for both teacher

and student.

Small group work is one of a variety of educational methods for promoting

student learning.

Crosby (1996):Small group work is characterized by Small group work is characterized by

student participation and interaction.

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The first, and perhaps the most important, characteristic of small

group teaching is that teaching and learning is brought about through

discussion among all present.

This generally implies a group size that is sufficiently small to enable

each group member to contribute.

The second characteristic of small group teaching is that it involves

face-to-face contact among all those present.

Effective discussion requires communication which is not only verbal

but also non-verbal involving, for example, gestures, facial

expressions, eye contact and posture.

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The purposes include discussing a topic or a patient problem and

developing skills such as criticizing, analyzing, problem solving and

decision making.

The third characteristic of small group teaching is that the session must

have a purpose.

.The teacher will need considerable skills in managing the group and a

clear plan

Page 42: Tadris - mums.ac.ir

It encourages students to take responsibility for their own learning.

It encourages problem-solving skills.

It develops

- interpersonal skills

- communication skills

It promotes deeper understanding of material.

- communication skills

- social teamworking skills

- presentation skills.

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XP�. %��� �#P /� �� <H. ����� ��� � ��� ��� �������� ���� ��� ��. ��C3 )buzz groups ( ���� �$ ��Z /� �

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��0 � �'#� �I %�� X � 1�$ X /� /. �$ %�� j�4J *� � � 7�� 86. ���� ��� ��#��� /7�C� ���. �I.

Page 45: Tadris - mums.ac.ir

Problem-based learning is student-centered

In brief, the approach is one in which learning is

based around problems, usually written clinical

cases. Students work through these problems,

under greater or lesser degree of guidance from

tutors, defining what they do not know and what

they need to know in order to understand (not

necessarily just to solve) the problem.necessarily just to solve) the problem.

It is based in modern psychological theories that:

knowledge is remembered and recalled more

effectively if learning is based in the context in

which it is going to be used in the future.

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The problem stimulates students to reason, think critically and to weigh

evidence; they seek out and share relevant information.

An effective group provides a safe environment for sharing and testing new

knowledge.

Broad goals of problem-based learning are:

encouragement of self-directed learning

encouragement clinical reasoning

encouragement teamwork

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A trigger initiates the problem (on video, paper, computer)

Groups brainstorm to identify cues and key issues .

Broad thinking produces a rich array of possible explanations or mechanisms .

Hypotheses are critically explored through reasoning and organized by

priority or likelihood.priority or likelihood.

Hypotheses are tested and refuted or supported by further information

sought from the tutor or progressively revealed.

A conclusion is reached on diagnosis and/or management.

The group reviews the process.

Page 48: Tadris - mums.ac.ir

An effective group is cohesive, motivated, mutually supportive and actively

engaged in learning.

Members respect each other's contributions but examine them critically.

Discussion flows as students cooperate rather than compete.

The atmosphere is friendly and good-humoured.The atmosphere is friendly and good-humoured.

Discussion is open but tactful and constructive.

Roles are shared; all take turns in scribing, leading discussion or

accepting responsibility for acquiring information.

Page 49: Tadris - mums.ac.ir

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