Small Group Small Group LearningLearning

““Small group learning is an Small group learning is an effective classroom effective classroom method by which method by which

learning takes place learning takes place among a limited number among a limited number

of participants, of participants, preferably with no more preferably with no more

than 5-8 per group.” than 5-8 per group.”

Facilitating Small Group Learning (Source) A Handbook for Medical Teachers, 4th Facilitating Small Group Learning (Source) A Handbook for Medical Teachers, 4th Edition. 2001Edition. 2001

Why Use Small Groups?Why Use Small Groups?

• Increases students’ learning and Increases students’ learning and achievements through active achievements through active participation.participation.

• Develops higher-level intellectual Develops higher-level intellectual reasoning and problem-solving skills.reasoning and problem-solving skills.

• Develops positive attitudes towards Develops positive attitudes towards others and the subject area.others and the subject area.

• Reduces students’ isolation through Reduces students’ isolation through teamwork”.teamwork”.

Characteristics of Small Characteristics of Small Group LearningGroup Learning

• Students interact and learn Students interact and learn from each other.from each other.

• Provides an opportunity for Provides an opportunity for students to give and receive students to give and receive feedback. feedback.

• Provides a safe environment Provides a safe environment to share ideas.to share ideas.

• Allows students to be part of a Allows students to be part of a team.team.

• Helps students with their Helps students with their communication skills.communication skills.

• Give and receive support.Give and receive support.• Encourages leadership skills.Encourages leadership skills.• Develops self-confidence and Develops self-confidence and

increases motivation.increases motivation.• Students learn how to work Students learn how to work

through misunderstandings through misunderstandings and conflict.and conflict.

• Provides social interaction Provides social interaction with peers.with peers.

• Provides opportunities to Provides opportunities to learn reasoning and learn reasoning and problem-solving skills.problem-solving skills.

• Encourages active Encourages active participation (gives all participation (gives all group members an group members an opportunity to share their opportunity to share their expertise, ideas, and expertise, ideas, and concerns).concerns).

• Develops negotiation skills.Develops negotiation skills.• Learns to respect each Learns to respect each

others differences.others differences.• Provides students with a Provides students with a

deep understanding not deep understanding not just “surface learning”.just “surface learning”.

AdvantagAdvantageses• Encourages active (not passive) learning.Encourages active (not passive) learning.• Topics are covered in greater depth if tasks are Topics are covered in greater depth if tasks are

divided among group members.divided among group members.• Provides a safe environment.Provides a safe environment.• Students learn form each others’ examples, Students learn form each others’ examples,

opinions, and mistakes.opinions, and mistakes.• Develops skill such as listening, teamwork, and Develops skill such as listening, teamwork, and

dealing with conflicts.dealing with conflicts.• Allows students to work with students of different Allows students to work with students of different

genders, backgrounds, learning styles, and genders, backgrounds, learning styles, and cultures.cultures.

• Lends itself to self-motivation.Lends itself to self-motivation.• Students learn to accept responsibility for their Students learn to accept responsibility for their

own progressown progress• Helps students develop communication skills.Helps students develop communication skills.

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LimitatiLimitationsons

• Personality issues or conflict.Personality issues or conflict.• Not all students do equal work.Not all students do equal work.• Some students do not like working in Some students do not like working in

small groups.small groups.• Students may feel like the “blind Students may feel like the “blind

leading the blind”.leading the blind”.• Takes away from class instruction.Takes away from class instruction.

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Ideas and SuggestionsIdeas and Suggestions(For effective small group (For effective small group

learning)learning)• Introduce the project to the Introduce the project to the

entire class before entire class before beginning.beginning.

• Offer both required tasks Offer both required tasks and student choices.and student choices.

• Establish expectations and Establish expectations and ground rules in advance.ground rules in advance.

• Help students understand Help students understand what they need to do and what they need to do and need to learn.need to learn.

• Make sure the classroom Make sure the classroom environment is conducive environment is conducive to small group learning.to small group learning.

• Make sure the group Make sure the group learning tasks coincide learning tasks coincide with the classroom with the classroom objectives.objectives.

• Determine the group Determine the group membership and group membership and group leader in advance.leader in advance.

• Be prepared – success Be prepared – success depends on planning ahead.depends on planning ahead.

• Encourage group members to Encourage group members to ask each other questions.ask each other questions.

• Use the pyramid structure.Use the pyramid structure.• Teacher needs to be moving Teacher needs to be moving

around the room and around the room and monitoring student monitoring student involvement.involvement.

• Ask for anonymous feedback Ask for anonymous feedback from the students to help from the students to help make you aware of any make you aware of any unobserved problems.unobserved problems.

• Expect students to do work Expect students to do work outside of class.outside of class.

• Require a final product Require a final product (report, presentation, etc.).(report, presentation, etc.).

• Plan a follow up activity. Plan a follow up activity.

Five Stages of Group Five Stages of Group DevelopmentDevelopment

• Stage 1-FormingStage 1-Forming is where the group gets to know each is where the group gets to know each other. They want to feel safe in the group. They also look to the other. They want to feel safe in the group. They also look to the group leader for guidance and direction. The members within group leader for guidance and direction. The members within the group look at differences and similarities about themselves the group look at differences and similarities about themselves and use this information to appoint jobs within the group. This and use this information to appoint jobs within the group. This is when they get together to discuss how to handle the task is when they get together to discuss how to handle the task before them.before them.

• Stage 2-StormingStage 2-Storming is when the group personalize of is when the group personalize of competition and conflict gets in the way of the task function or competition and conflict gets in the way of the task function or what the group is suppose to be doing. Students have to bend what the group is suppose to be doing. Students have to bend and mold their feeling, ideas, and beliefs to suit the group. and mold their feeling, ideas, and beliefs to suit the group. Although these issues may not surface as group issues they do Although these issues may not surface as group issues they do exist. Questions will come up in the group for: who will be exist. Questions will come up in the group for: who will be responsible for different tasks, what are the rules, and how do responsible for different tasks, what are the rules, and how do we get started? Most of these problems are over leadership, we get started? Most of these problems are over leadership, structure, and power, and authority. Usually during this time in structure, and power, and authority. Usually during this time in the groups some members may remain completely silent while the groups some members may remain completely silent while other attempt to dominate.other attempt to dominate.

Five Stages continued…Five Stages continued…• In In Stage 3-NormingStage 3-Norming, everything is starting to settle down. , everything is starting to settle down.

The members of the group are willing to change their The members of the group are willing to change their preconceived ideas or opinions on the basis of facts presented by preconceived ideas or opinions on the basis of facts presented by other members. Group members begin to trust each other and other members. Group members begin to trust each other and ask questions and work cohesion together. ask questions and work cohesion together.

• Stage 4-PerformingStage 4-Performing is not reached by all groups. If group is not reached by all groups. If group members are able to evolve to Stage 4, their capacity range and members are able to evolve to Stage 4, their capacity range and depth of personal relations expand to true interdependence. In depth of personal relations expand to true interdependence. In this stage people can work independently in subgroups or as a this stage people can work independently in subgroups or as a total unit. Stage 4 is marked by interdependence in personal total unit. Stage 4 is marked by interdependence in personal relations and problem solving in the realm of task functions. By, relations and problem solving in the realm of task functions. By, now the group should be most productive.now the group should be most productive.

• Stage Five-AdjourningStage Five-Adjourning involves the termination of task. A involves the termination of task. A planned conclusion that provides an opportunity for recognition planned conclusion that provides an opportunity for recognition of participation and achievement and an opportunity for members of participation and achievement and an opportunity for members to say personal good-byes, allows students to terminate the task.to say personal good-byes, allows students to terminate the task.

Proper Group Development Proper Group Development

Requires:Requires: • Rotate the responsibility Rotate the responsibility

of group facilitation.of group facilitation.• The purpose /mission of The purpose /mission of

the group must be clear the group must be clear to all members.to all members.

• Ground rules should be Ground rules should be established and established and monitored.monitored.

• Help group understand Help group understand that conflict in a positive that conflict in a positive way is a normal and way is a normal and perhaps necessary part perhaps necessary part of group development.of group development.

• Group must be Group must be reminded to listen to reminded to listen to each other.each other.

• Wrap up at the end of Wrap up at the end of each session should be each session should be comprise of meaningful comprise of meaningful and constructive and constructive comments relative to comments relative to group process.group process.

• Everyone must Everyone must contribute and work to contribute and work to the group a learning the group a learning team.team.

Student interaction makes Student interaction makes cooperative learning cooperative learning

powerful.powerful. Students must:Students must:• Exchange ideas.Exchange ideas.• Make plans.Make plans.• Propose solutions. Propose solutions.

What It Looks LikeWhat It Looks Like

Studies of students in cooperative learning groups Studies of students in cooperative learning groups indicate indicate

that there are two elements that enhance student that there are two elements that enhance student

achievement. achievement.

1.1. Group Goals- The groups should be Group Goals- The groups should be interdependent, working together to accomplish interdependent, working together to accomplish a common product.a common product.

2.2. Element of individual accountability-Element of individual accountability-Assignments should be structured so each Assignments should be structured so each member accomplishes a specific task .member accomplishes a specific task .

Working TogetherWorking Together

Introducing students to interpersonal Introducing students to interpersonal skills is the skills is the

first step to getting the groups to work first step to getting the groups to work together.together.

• Making eye contact.Making eye contact.• Encouraging fellow group members.Encouraging fellow group members.• Using quiet voices. Using quiet voices. • Disagreeing without hostility.Disagreeing without hostility.

Rules Should be Rules Should be EstablishedEstablished

For Example:For Example:• Contribute your ideas-they may be the Contribute your ideas-they may be the

key to the question.key to the question.• Listen to others' ideas.Listen to others' ideas.• Give everyone a chance to speak.Give everyone a chance to speak.• Ask all teammates for help before Ask all teammates for help before

asking the teacher.asking the teacher.• Use consensus to settle disputes.Use consensus to settle disputes.

Models that Promote Models that Promote Cooperative LearningCooperative Learning

• Jigsaw model Jigsaw model • Group Group

Investigation Investigation • Numbered Heads Numbered Heads

Together Together • Think-Pair-Share Think-Pair-Share

How it Impacts LearningHow it Impacts Learning

• ELL or English Language learners-ELL or English Language learners-Children who come from cultures that Children who come from cultures that do not value individual competition will do not value individual competition will be more comfortable and peers can help be more comfortable and peers can help each other learn academic task.each other learn academic task.

• General education classes-students General education classes-students work in small mixed-ability groups for work in small mixed-ability groups for reading and content subject and they reading and content subject and they help each other learn and understand help each other learn and understand information. information.

Impact on Gifted Impact on Gifted LearnersLearners

For this strategy to be effective requires For this strategy to be effective requires teachers teachers

must present complex, problem based and must present complex, problem based and open-open-

ended tasks.ended tasks.• Pull-Out Program-students leave the Pull-Out Program-students leave the

general education class for a portion of the general education class for a portion of the school day to attend a special class. Such school day to attend a special class. Such programs provide services for either several programs provide services for either several days a week or an hour or so each day.days a week or an hour or so each day.

Cluster GroupingCluster Grouping

• The general education teacher is The general education teacher is supported by an educator of the gifted supported by an educator of the gifted and delivers special instructional and delivers special instructional opportunities.opportunities.

• Students might be assigned Students might be assigned independent study activities that independent study activities that support and extend topics that are part support and extend topics that are part of the general education curriculum. of the general education curriculum.

Examples of Small Group Examples of Small Group ActivitiesActivities

• Create book float-after completing a novel, students Create book float-after completing a novel, students can create a book float representing a scene from the can create a book float representing a scene from the book.book.

• What happened to…-give the students different What happened to…-give the students different pieces of evidence that will require them to both infer pieces of evidence that will require them to both infer and draw a conclusion.and draw a conclusion.

• Expand on a topic-students can select a topic covered Expand on a topic-students can select a topic covered in class and further research some aspect of it.in class and further research some aspect of it.

• Multiple Intelligence-students complete an inventory Multiple Intelligence-students complete an inventory to distinguish their learning style. Form groups of to distinguish their learning style. Form groups of students with the same learning style and they create students with the same learning style and they create a product and activity to be presented to explain how a product and activity to be presented to explain how they learn.they learn.

Final NoteFinal Note

• When using Small Group/Cooperative When using Small Group/Cooperative Learning, it takes a mature class.Learning, it takes a mature class.

• Students should be allowed to monitor Students should be allowed to monitor their on success. their on success.

• The individual teacher's style and the The individual teacher's style and the characteristics of a particular class will characteristics of a particular class will influence the way cooperative learning influence the way cooperative learning works. works.

Selected ReferencesSelected References• Facilitating Small Group Learning (Source) A Handbook for Medical Facilitating Small Group Learning (Source) A Handbook for Medical

Teachers, 4th Edition. 2001Teachers, 4th Edition. 2001• Reasons for Using Small Groups to Foster Learning (Adapted from Reasons for Using Small Groups to Foster Learning (Adapted from

Fostering Learning in Small GroupsFostering Learning in Small Groups by Jane Westberg and Hilliard by Jane Westberg and Hilliard Jason), Retrieved June 7, 2005 from http:// Jason), Retrieved June 7, 2005 from http:// med.fsu.edu/education/FacultyDevelopment/small%20groupmed.fsu.edu/education/FacultyDevelopment/small%20group%20skills.asp%20skills.asp

• Small Group Learning, The University of Western Australia, Centre for Small Group Learning, The University of Western Australia, Centre for the Advancement of Teaching and Learning, Retrieved on June 7, 2005 the Advancement of Teaching and Learning, Retrieved on June 7, 2005 from from http://www.catl.uwa.edu.au/publications/ITL/1996/3/small

• Small-group learning and teaching, The University of South Wales, Small-group learning and teaching, The University of South Wales, Learning and Teaching Unit, Retrieved June 7, 2005 from Learning and Teaching Unit, Retrieved June 7, 2005 from http://www.ltu.unsw.edu.au/ref3-4-1_smallgroup.cfm

• Ideas to Consider in Developing Assignments for Small Group Work, Ideas to Consider in Developing Assignments for Small Group Work, Retrieved June 7, 2005 from Retrieved June 7, 2005 from http://www.amstat.org/publications/jse/v1n1/garfield.html

• Learning in Small Groups, The Higher Medicine, Educational Dentistry Learning in Small Groups, The Higher Medicine, Educational Dentistry and Academy Veterinary Medicine (1996), Retrieved June 7, 2005 and Academy Veterinary Medicine (1996), Retrieved June 7, 2005 from from http://www.medev.ac.uk/resources/features/AMEE_summaries/smallgrhttp://www.medev.ac.uk/resources/features/AMEE_summaries/smallgroupsoups