1. Prof. Ma. Lucia M. Magallona Pt 138 Teaching in PT February 23, 2010

2. Objectives The learner should be able to : 1. Define small group learning 2. Explain advantages of small group learning 3. Identify factors that influence learning in small group 4. Analyze the processes of group formation and development

3. Objectives 5. Describe the teacher’s roles in small group learning 6. Identify the member’s roles in small group learning 7. Discuss the steps on how to conduct an effective small group discussion 8. Identify the factors that inhibit participation

4. What is small group learning? an educational process to achieve educational objectives To maintain itself as a groupStudents are active participants Interactions among group members are essential components of the learning process.

5. Uses and advantages of small group learning Small learning is superior to other methods In improving learning In learning of social skills In facilitating classroom management Studies also show that it is effective in developing educational objectives such as Critical thinking Communication skills Team work

6. Factors that make group problem- solving effective 1. Summation of individual contributions 2. Greater amount of information available to the group 3. Greater interest in the task aroused in group members 4. Influence provided by able and confident group members 5. Opportunity to check and evaluate suggestions

7. Some considerations in forming groups for successful small group learning Appropriate size of 5-10 members Good student mix Conducive physical surroundings Planning based on prerequisite competencies of students Contract on clarification and achievement of goals Variation of activities Provision of inputs and feedback to facilitate learning

8. Characteristics of a Good Group Mutual understanding and acceptance among members Open communication Individual responsibility for behavior and learning Cooperation Establishment of processes of decision making Constructive and quick confrontation and resolution of conflicts

9. Phases in Group Development FormingStormingNormingPerformingMourning

10. Factors that affect group growth Member’s participation and influences Ground rules Expression of feelings Behavioral functions Decision- making

11. Functional Roles of Teachers Teacher- communicates effectively the materials to be covered, provides content and provides areas of interest Synthesizer- abstracts and condenses relevant information Facilitator-sets climate, organizes resources, helps elicit and clarifies Mediator- encourages and guides groups through stages of development

12. Group task roles of members Initiator Information seeker Information giver Opinion seeker Opinion giver Elaborator Summarizer Evaluator

13. Group building maintenance roles of members Harmonizer-searches for common elements in conflicts Gate keeper-keeps communication channels open Encourager- offers compromise when one’s ideas or status is involved Standard setter- expresses group standards and goals Group observer- shares observations about the way group is working

14. Individual Roles of Members Aggressor-acts on feelings by attacking group of problem or joking aggressively Blocker- tends to be negative and stubborn Self-confessor-uses group as audience for expressions of personal, non group oriented concerns Dominator-tries to assert authority, impose opinions Withdrawer- acts passively or differently Special interest pleader- speaks for some underdog such as the grass roots, usually disguising one’s own needs

15. Steps in conducting an effective small group discussion 1. Plan ahead a. Leader should consider many uses of small group b. Formulate clear objectives and a “map” for teaching sessions c. Determine group size and arrange physical facilities

16. Steps in conducting an effective small group discussion 2. Convene the group and develop mutually acceptable agenda a. Introduce group members to each other b. Assess student needs and expectations c. Develop a group agenda

17. Steps in conducting an effective small group discussion 3. Create a positive atmosphere for learning a. Atmosphere of mutual trust, respect and support among members b. Non-threatening, relaxed environment oriented towards learning c. Support individual contributions, emphasize teamwork and cooperation

18. Steps in conducting an effective small group discussion 4. Focus the group on the task at hand a. Make sure aims are explicit and issues are clear b. Help group to identify main issues and formulate key areas for further study c. Remind group of time constraints, keep them “on track”

19. Steps in conducting an effective small group discussion 5. Find creative ways to start the “dreaded” discussion a. Review goals and values b. Create concrete images in minds of members c. Generate questions d. Finding illustrative quotations e. Break members into smaller groups as needed f. Generate truth statements g. Introduction methods: forced debate, role play h. Ask the members, “How would they like it?”

20. Steps in conducting an effective small group discussion 6. Promote individual involvement and active participation a. Question effectively b. Listen attentively c. Reinforce student contributions

21. Steps in conducting an effective small group discussion 7. Vary the teaching methods a. Clinical cases b. Student presentation c. Role plays and simulations d. Films and videotapes e. Study guides and hand-outs f. Short quizzes

22. Steps in conducting an effective small group discussion 8. Provide relevant information and respond appropriately a. Share personal experiences b. Provide limited but relevant information c. Build on student’s responses and add insights d. Clarify confusing issues, explain controversies

23. Steps in conducting an effective small group discussion 9.Observe and clarify group process a. Recognize member’s interactions, communication patterns and behaviors b. Acknowledge role members have adopted and use this to accomplish task c. Identify group status and assist as needed

24. Steps in conducting an effective small group discussion 10. Work to overcome commonly encountered problems a. Identify problem, why it occurred, and what members can do to overcome it b. Common problems: unclear/unattainable goals, lack of group interaction, poor group motivation (Tiberius 1990)

25. Steps in conducting an effective small group discussion 11. Synthesize and summarize the group discussion a. Integrate, highlight, pull together, synthesize b. Evaluate student’s ideas and possible flaws/problems that may arise from them. c. Give a final summary

26. Steps in conducting an effective small group discussion 12. Evaluate the session and plan for follow up a. Monitor progress, encourage constructive feedback b. Foster dialogue about group functioning and task accomplishment c. Evaluate group content, group process and teacher d. Remind members of their “housekeeping chores” and schedule for next meeting

27. Steps in conducting an effective small group discussion 13. Enjoy yourself and have fun! a. Show enthusiasm and interest b. Students pick up on teacher’s disposition

28. Factors that inhibit participation Student Tutors/Facilitators  Need to make contribution  Need to understand the conversations  Not knowing enough to contribute  Feeling of being assessed  Personality factors  Language/cultural problems  Breaks the flow of discussion  Asked closed questions  Ignores responses  Shows impatience  Is too formal

29. Objectives The learner should be able to : 1. Define small group learning 2. Explain advantages of small group learning 3. Identify factors that influence learning in small group 4. Analyze the processes of group formation and development

30. Objectives 5. Describe the teacher’s roles in small group learning 6. Identify the member’s roles in small group learning 7. Discuss the steps on how to conduct an effective small group discussion 8. Identify the factors that inhibit participation