The specific method selected for small group teaching will derive from the objectives set.
There are many different methods of small group teaching; some methods are more suited to certain disciplines than others. However, few methods are peculiar to one subject alone.
A large number of methods can be adapted for use in any subject. It is important to remain flexible and open to try out a variety of methods drawn from a wide repertoire. It may be necessary to overcome a tendency to find one method that works well and to use this method frequently. The effect on learners of over-exposure to one method of teaching is worth considering.
Below is a brief description of various ways of working with small groups. It is not intended to be comprehensive, nor are all types mutually exclusive. Some methods are described in terms of a special setting that encourages the application of principles or 78 ❘ Teaching, supervising, learning
Interrogating practice
Visualise yourself in a room where you teach small groups. Where should you sit to maximise your interaction with the group? Where might a student sit to avoid interaction with the tutor or other students? Where might a student sit if he or she wishes to persuade others of a point of view?
techniques; for example, brainstorming takes place in a structured setting to encourage lateral thinking and creativity. Other methods are described in terms of their size or purpose.
Examples of working with small groups
• Brainstorm session– generation of ideas from the group to foster lateral thinking; there is no criticism of ideas until they are logged.
• Buzz group– two or three people are asked to discuss an issue for a few minutes;
comments are usually then shared with a larger group.
• Cross-over groups– used for brief discussions, then transfers between groups.
• Fishbowl– small groups are formed within a large observation group, followed by discussion and reversal.
• Free discussion– topic and direction come from the group; the tutor or leader observes.
• Open-ended enquiries– students determine the structure as well as reporting back on outcomes.
• Peer tutoring– students learn from one another and teach one another.
• Problem-based tutorial group– involves small groups using problem-based learning.
• Role-play– use of allocated or self-created roles. It is important to facilitate students to enter and come out of role.
• Self-help group– run by and for students; the tutor may be a resource.
• Seminar– group discussion of a paper presented by a student (note that this term is often used in different ways).
• Simulation/game– structured experience in real/imaginary roles. Guidelines on the process are important and feedback is critical.
• Snowballing– pairs become small groups and then become large groups.
• Step-by-step discussion– a planned sequence of issues/questions led by the students or tutor.
• Structured enquiries– the tutor provides lightly structured experiments and guidance.
• Syndicate– involving mini-project work, followed by reporting to the full class.
• Tutorial– a meeting with a very small group, often based on feedback to an essay or assignment (note that this term is often used in different ways).
• Tutorless group– the group appoints a leader and may report back; it may focus on discussion or completion of some other type of set task.
Teaching and learning in small groups ❘ 79
Interrogating practice
Study the list, noting which methods you have used. Select one or two methods that you are less familiar with and decide how you could use them in the near future.
This list has been adapted from several sources, but owes much to Habeshaw et al. (1988), who also provide a more detailed description of particular methods.
There are several approaches not mentioned above that may be used in small or large groups. Case studies, problem classes and demonstrations fall into this category. The main determining factor is the amount of interaction that is desirable. Apart from this it is necessary to ensure that in a larger group all members can see, hear, and so on. Resource issues have forced some ‘small groups’ to become larger than is viable, thus risking a loss of much of the benefit.
Course: B.Mus. (Hons) Year of Study: 2
Module: Renaissance Studies
Delivery: lectures/classes, seminars and workshops Class size: 20–25 students
Seminar programme
For this part of the module the class is divided into five groups. The tutor, ensuring a mix of personalities, determines the formation of the groups. Each group delivers two presentations to the whole class. The higher of the two marks awarded contributes towards the module assessment. The assessment criteria are negotiated with the class. Each group is asked to maintain a diary, recording meetings and discussions and their management of particular tasks.
Structure of each one-hour seminar
Group presentation (15–20 minutes). Listening groups consider presentation and agree questions (10 minutes). Questions and discussion (15 minutes). Reports completed (10 minutes).
As the presentation is a group endeavour, groups are encouraged to involve each member, not only in the presentation and delivery but also in the response to questions during the seminar. Students are reminded to think of interesting ways in which the presentation might be delivered to engage the attention of their audience. The ‘presentation’ might take the form of a panel discussion or a debate, or it might be modelled on a game show programme. Each presenting group is required to submit a one-page summary one week prior to the seminar. This is copied to the other groups to familiarise them with the treatment of the topic.
80 ❘ Teaching, supervising, learning
Case study 1: The use of small groups on an
undergraduate music degree at the University of Ulster
At the end of the seminar each of the listening groups completes a report which invites comments on the effectiveness of the presenting group’s management of the situation and their knowledge of the topic, including their response to questions. The tutor monitors the proceedings and completes a separate report.
The marks awarded by the students and the tutor are weighted equally in the final assessment.
(Dr Desmond Hunter, Module Tutor, University of Ulster)