Smaller group teaching

Below are several strategies which might be useful for a smaller group teaching situation.

Strategies for making smaller group teaching effective

Before each session

remind yourself of the aims and desired learning outcomes of the subject of which the sessions are part
set clear objectives which relate to the aims of the subject for each session
take into account the group’s background knowledge, experience etc
plan and time the session carefully
plan alternative materials and approaches in case something doesn’t work out
vary activities
prepare/copy handouts well ahead of time
read class list and start to learn (pronunciation of) names
arrive early to check room, seating, equipment, technology etc

Beginning the first session

explain the objectives for the subject/session(s), be prepared to adjust session aims in the light of the
students’ comments and reactions
discuss (or use an icebreaking activity explaining/illustrating)
the learning approach you intend to use
your expectations of the students
the students’ expectations of you, the subject etc

During each session

remember (and possibly refer to) the aims
engage group in theme, activity, topic right from the start
vary the roles individuals will play within the group
vary the direction of your questions (individuals, groups, pairs)
set clear tasks
use eye contact
ask both closed and open ended questions
be prepared for silence
address students by their names as often as possible
use humour appropriately
keep a sharp eye on the time

At end of each session

5 minutes before the end of session
close session with a summary (given by you or person responsible)
thank the students
remind students of the aim of the next session

After each session

evaluate: note your impression of if/how you achieved the objectives; what worked what didn’t.

List of smaller group activities

Assessment preparation

Students are asked to work in small groups to assess a model essay/project and use or develop a set of marking criteria. Or students may be asked to look at an assessment question and plan a possible solution or response. This can be the basis for later discussion.

Advantages: A list of criteria for assessment can thus be worked through or designed by the group

Disadvantages: Uneven participation in the task can become a problem.

Brainstorm

Students present a query or difficulty to a small group. The group then brainstorms the issue including possible factors and solutions. Reports to the larger group follow.

Advantages: Excellent way to get over hurdles in research questions.

Disadvantages: Each person has to be committed to the task.

Buzz groups

Short discussion in small groups ie neighbours in lecture theatre, about a set topic eg difficulties they are having, a question set by the lecturer.

Advantages: Increases participation and engagement; students are less inhibited; good for checking misunderstandings.

Disadvantages: Has to be timed correctly and well controlled in larger groups.

Debate

Students are given two opposing positions to defend which focus on a key question in their study.

Advantages: Can be used in a wide range of settings and teaching modes (including online). Excellent way to liven up a dead tut.

Disadvantages: The more articulate students tend to win the debate even if they don’t believe in their position. The lecturer has to be ready with clear criteria to judge the outcome of the debate.

Document analysis

A key document (perhaps previously unseen) is studied by small groups under a specific angle. Reports are given and analysed.

Advantages: Excellent way to introduce a new concept as a warm-up before a deeper analysis and study.

Disadvantages: Different ability levels have to be checked, timing is important.

Controlled Discussion

Tutor controlled discussion; questions being asked/answered by tutor or students.

Advantages: Good for checking for knowledge and understanding, giving quick feedback.

Disadvantages: Inhibits open discussion, reticent students are not heard.

Cross-over groups

Labelling each student by two codes (ie A, B C and 1, 2, 3) codes A1, A2, A3 and B1, B2 B3. By asking all As, Bs and Cs to work together, then all 1s and 2s and 3s the groups can be mixed in such a way that each student meets at least one member from all other groups.

Advantages: Excellent for mixing people and information; simple to organise avoids the plenary session where the information is shared.

Disadvantages: Can lead to confusion about the learning outcomes; can be irritating if it breaks up an absorbing discussion.

Horseshoe groups

Room arrangement where students work at large tables each of which has a seat kept free for a roving tutor who can join any table when required or can alternatively teach from the front of the room.

Advantages: Good for larger groups; enables students to work together; keeps tutor flexible.

Disadvantages: Students can ‘hide’ in the group, which makes it hard to identify students with difficulties

Peer teaching

Working in small groups, students research a topic and prepare to teach it to their fellow students.

Advantages: Teaching a topic to fellow students is an excellent way to become very familiar with all aspects of it.

Disadvantages: The lecturer has to stay involved and supervise the quality of the presentation and be ready to assist if misunderstanding occur. Some fellow students feel they don’t get high quality teaching if a peer does the teaching.

Role play

Students are asked to adopt a role and play it within a given scenario. Students are then required to debrief the experience, analysing the scenario and the various actions/behaviours using key concepts or principles from the course.

Advantages: Excellent way to get students to engage with a subject of topic in a realistic manner. This can be used in a variety of teaching situation and modes, including online.

Disadvantages: Shy students find this very taxing. This can be overcome if the role is given to a group who works on the details for the role and only one student actually acts it.

Seminars

A classic seminar has a presentation by an individual (or a small group) followed by an open discussion by the larger group who have all prepared for this session as well. The tutor chairs the session.

Advantages: Very stimulating when well run and prepared.

Disadvantages: Tasks often unclear; leadership roles become confused; can end up as a mini-lecture.

Snowball groups (pyramiding)

Pose a question, ask individuals to work on it, then to share their thoughts with one other, increase the complexity of the task and size of groups until you have a plenary session.

Advantages: Good for encouraging the creation of well-integrated ideas; allows students to think for themselves before the open discussion; ensures good participation in plenary discussion.

Disadvantages: Takes time to unfold and breaks up feeling of cohesion in some groups.

Step-by-step discussion

Led discussion sequence based on parts of a set text, video or similar.

Advantages: Economical use of larger groups; students more independent from tutor; combines information giving, processing and feedback.

Disadvantages: Sequence may not correspond with students’ needs.

Travelling journal

Journals, letters or reflections/conversations are written and passed between group members. On a given topic, each member of the group is required to write a comment (reflection etc) and pass it to other members of the group, other members then respond and adds their own commentary, thus building a dialogue.

Advantages: Free expression and exchange of views between students; written form is preferred by some.

Disadvantages: Response needs to be provided by lecturer, this can become time consuming if not included in assessment. How to assess individual contributions needs to be made clear.