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How to get the best out of students in seminar/tutorial discussion groupsTheo Gilbert: t.1.gilbert@herts.ac.ukEnglish Language TeamSchool of HumanitiesLTI Seminar: March 3rd, 2014

A compassion-focussed pedagogy for small-group seminar discussions

Compassion is not (just) empathyCompassion is commonly defined across disciplines:

Anthropology (Feather, 2008) Psychology (Neff, 2003; Kirkpatrick et al, 2007; Goetz et al, 2010;) Group psychotherapy (Bates, 2005; P. Gilbert, 2005) Neuroscience (Immordino-Yang et al, 2009; Cozolino, 2013)

as noticing the disadvantaging of others and then attempting to reduce it. The capacity for compassion has been found by neuroscientists to be embedded in the older part of the brain (ImmordinoYang et al, 2009). It serves the evolution/survival of our species (P. Gilbert, 2005) and thus many anthropological studies detail its cross cultural nature (Goetz et al, 2010). Expression of the cluster of genes currently identified as responsible for compassion can be switched off under particular, sustained adverse social conditions (P. Gilbert, 2005). When this happens the genetic deficit can carry forward into subsequent generations, until and unless this can be reversed within positive, mediating social environments/circumstances (Ibid.)

From the research being done on compassion in these disciplines a strong theoretical base is emerging for a pedagogy of compassion including in HE. Were exploring /trying out the design of one possible pedagogy today (slide 2). It is specific to the HE seminar discussion group. Well look at results of exploring this pedagogy in an action research study at the UH that involved circa 200 students and eight tutors. Step one: Why speed meeting?

Encourages direct and immediate communication and greater comfort with eye contact - with strangers. (See Page-Gould et al, 2008; Verteegal et al, 2003). This unglues cliques and helps set up new social connections quickly across the group, in contrast to this: T3: The dynamics get set very quickly and people decide on a role for themselves within the seminar groupAfter a couple of weeks its quite hard to change that dynamic. (Tutor 3, Humanities)

Step 2: Student Research after your weekly lecture bearing housing AND sensors AND load transferThis kind of key word search in Studynets online library was very often a new idea/surprise to many students. Reasons not clear. Induction overload? Showing them this only once helped greatly in changing Googled stuff being brought to the week seminar discussion tables, to peer reviewed articles turning up instead. Search for a journal article, a bookLearning experienceFeedback to S13: Your contribution to the group discussion was effective on a number of levels...Although your demeanourin seminars is naturally quite reserved, you were fully engaged with the group throughout, and demonstrated some effective interpersonal skills (for example, questioning another member of the group in order to help him develop his reading, asking for clarification at a key point). Grade: B+ / 60%

The final seminar was assessed. This is feedback to UH, PG Humanities student 13 Feedback S10: You brought a great deal of useful research and insight to the table excellent signposting, eye contact and verbal clarity. Throughout the hour you remained an open, responsive and highly-engaged member of the group. You asked direct and relevant questions of other members of the group, maintaining the momentum of the discussion. Grade: A / 72%And from the same discussion group: Example feedback to PG student 10

Feedback extract to PG Humanities student 14

Feedback to S14: You were not proactive on an interpersonal level; for example, you rarely addressed other members of the group in either interrogative or supportive ways. It wasnt until the end (when you asked the group a really key question) that you contributed in order to open up discussion rather than to simply make points. Grade: C / 54%

S1: I have noticed that some people are lot more, um, reflective now to whats being said because theyre listening to other people, their contributions are a lot more in depth because its not just surface anymore. Student 1, 3rd year, Humanities

S7: Ive got ideas for like essays or just, like, a point on an article that I never wouldve thought of in a million years but someone who doesnt talk much in a seminar normally had said something.

Student 7 - first year UH History student

A Tutor on assessing 3rd year students seminar final discussionsT5: Four or five who were 2:2s in their written work, were asking 2:1, if not 1st class questions. and encouraged other people to ask questions and supported them. That surprised me. One of the things that came out of this was that the students did put a lot more effort into the discussion they got the momentum going and they understood what it was all about

And a 2nd year business student:

S1 (3rd year) explains how monopolisers became assets to the groups thinking processes:

S1: before I gritted my teeth and let them get on with it. But now I notice that theyve got a reduction in how theyre beingI can then use their points that I could have made myself to kind of continue. they have to then give a contribution back thats more substantial to what theyve made.

S4, a Hums PG, on increasing group learning potential/facilitating others

S4: So sort of giving feedback and open ended sentences so that someone else can follow on from it making sure they werent left out.

S4: All we had to really think about was that we were helping each other if I screwed up completely someone would save me and be like Oh, well what about this? we stalled we stalled . We knew wed help each other. (Student 4 PG female)2nd year Business student

Social ExperienceS7 ... you feel like theyre actually talking to you and its not just like two people; cause you looked at everyone, it felt much more inclusive ...you put your point across as well you could kind of go for it. (Humanities, 1st year)

S25 Business School 2nd year.

From a Business School 2nd year given his first/only 1st :S19: The eye contact. helped me cause Im feeling like, if Im paying attention to what this person is saying - really, really paying attention - then I can gather more information and then respond to it, do you know? I think if it [the compassion-focussed pedagogy] were all taken out, I dont know how it would have went for me for me anyway.

T4: one of the things I learnt was that you can get the seminar lively, and we did do that, we got them all doing things and saying things and working together and that was great. I think if you do research you have to help other people do their research.

S27 - The smaller countries still havent picked up on it too much.S28 - But you say that - cause like I think Bangladesh, um, theyve also brought out the RFIDs in their retail shops.S29 - Just wanna touch on what you just mentioned about Bangladesh; obviously Ive looked at another article, er, based on Bangladesh. And, er, it was an article, it was the RFID Journal, and the author of it was Bach - Bacheldor, and er, apparently, even though Bangladesh are a third world country, theyre bringing RFID systems into their, erm, into their army where they employ RFID technology to track soldiers and visitors entering its capital and theyve had -S27 - Its something that America took really seriously after the bomb the terrorist attacks and 501, when they now theyve started to use the RFIDs on the carrier things when they so they track exactly everything thats coming into the country and out of the country so they know that S30 - Is that in relation to the shipment? - the, the one point that really does, like, does scare me is the fact that the security on it is not encrypted, for example S27 - Oh I heard about this as well S4 - Exactly, so I was reading from the article by S. Shawar on the Example extract from an assessed small group seminar discussion of four BME Business School Semester A second years Students 27, 28, 29, 30

(RFID = radio frequency ID after a business module lecture on RFIDs)

Academic Achievement:and the UH attainment gapGroup management skills to go into the criteria for research and critical thinking?EEWExcellent use of eye contact, and inclusive body language, eliciting, encouraging and acknowledging the contributions of others, asking for clarity or elaboration; checking the understanding of the groupExcellent use of eye contact, and inclusive body language, inviting, encouraging and acknowledging the contributions of others, asking for more explanation; checking the understanding of the group. A B C D E F Body language signals little or no interest in what is said by others, or may focus on one other student only. Either monopolises or makes little contribution to discussion. Speaks too fast, or quietly.

Approval for this part of the marking criteria for compassionA linguistics and learning research centre at another UK University. Academic Quality Assurance at UH

Five UH external examiners

Marks for written and seminar critical thinking compared (same module leader and Programme tutor to assess/moderate both assignments): 41 students

Students ethnicityPercentage mark for critical thinking in assessed essayPercentage mark for critical thinking in assessed seminar 18 x UK ethic minority students 60 65 60 75 40 65 67.5 65 42.5 65 60 57.5 60 75 67.5 65 47.5 65 67.5 65 57.5 62.5 37.5 75 65.0 65 30 65 62.5 57.5 42.5 65 50 65 57.5 57.55 x International students 6 57.5 70 75 82.5 75 62.5 70 60 65Students ethnicityPercentage mark for critical thinking in assessed essayPercentage mark for critical thinking in assessed seminar UK black 75 75 50 65 37.5 40 60 65 50 35 60 55 50 70 60 65 35 65 60 70UK White students 65 65 70 65 75 75 70 72 70 65 75 75 75 75 75 55

S14: Half - half - your time in university is spent in the seminar and you dont get assessed for that.

S10: You use your seminar skills, your discursive skills all the time through undergrad and they really never get analysed in any way - you dont get marked for them and I think it s probably a failing of University.

S14 and S10, male, Humanities PG students in a focus group.

Transfers of the CP by students into other modules: Thinking about Graduate AttributesS5: I was new here and I didnt know anyone especially in poetry [another module] when everyone else knew each other, and it sort of gave me the confidence to speak to them (PG Humanities)

S23: In one of our modules most of them dont really speak English as their first language, so it was really tough. But what I learned with this assessment like you have to keep eye contact and make everyone involved to, you know, enhance the experience.it really helps. The group is getting along fine. (2nd year Business School)

S2: Weve literally got about 3 lectures left... And really, were all still shy amongst each other. I went and sat with them, Hello, Im J. Whats your name, please? Because they didnt know me from Adam. (3rd year Humanities)

S22: I honestly believed that, working for my parents for like, eleven years, and doing all these different leadership roles I thought Oh well, Ive got really good communications skills and then when I came to the seminar I was like, I didnt know all this and I actually saw improvement in the way I communicate. .. then I took it on to all my other modules. I winged all my presentations, I got about, I think low 60s, 50snow Im getting high 60s. (2nd Year Business Student)

References:

Bates, T. (2005). The expression of compassion in group cognitive therapy. In P. Gilbert (Ed.), Compassion: Conceptualisations, research and use in psychotherapy. (pp. 369 386). London: Routledge. Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and Learning in the classroom. WW Norton & CompanyFeather, N. T. (2006). Deservingness and emotions: Applying the structural model of deservingness to the analysis of affective reactions to outcomes. European Review of Social Psychology, 17, 38-73.Gilbert, P., Clarke, M. S., Hempel, S., Miles, J. N. V. & Irons, C. (2004). Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students. British Journal of Clinical Psychology, 43, 3150. Gilbert, P. (2005). Compassion and cruelty: A biopsychosocial approach. In Gilbert, P. (Ed.), Compassion: Conceptualisations, research and use in psychotherapy. New York: Routlege. Goetz, L., Keltner, D. & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136(6), 351-374. Immordino-Yang, M. H., McColl, A., Damasio, H. & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, USA, 106 (19), 80218026. Retrieved December, 10. 2011, from http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2670880

Kingston, E. (2008). Emotional competence and dropout rates in higher education Education and Training, 50(2), 128-139. Kirkpatrick, L., Neff, K. & Rude, S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41, 139-154. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a health attitude toward oneself. Self and Identity, 2, 85-102Page-Gould, E., Mendoza-Denton, R. & Tropp, L. (2008). With a little help from my cross-group friend: Reducing anxiety in intergroup contexts through cross-group friendship. Journal of Personality and Social Psychology, 95(5), 1080-1094Vertegaal, R. & Ding, Y. (2002). Effects of eye gaze on mediated group conversations: Amount or synchronization? Proceedings of the 2002 ACM Conference on Computer Supported Cooperative Work. (pp. 41-48). New Orleans. Yalom, I. & Leszsz, M. (2005). The theory and practice of group psychotherapy. (5th ed.). New York: Basic Books