1. TEACHING AND LEARNING IN
LARGE AND SMALL GROUPS
Dr. Gambari, Amosa Isiaka
E-mail: gambarii@yahoo.com
Website: www.gambariisiaka.com
Blogsite: www.drgambari.com
A Paper Presented at a 3-Day Workshop on Effective Teaching,
Learning and Research in FUT, Minna.
3rd September – 3rd October, 2012

2. jharun@utm.my 2
Objectives
At the end of this presentation, you should be able
to:
Identify some challenges of teaching large group;
Describe some strategies for engaging students,
teaching students of varied disciplines and
managing some disruptive behaviours in large
groups;
Explain some techniques for effective use of
PowerPoint presentation for large groups;

3. jharun@utm.my 3
Cont…
Identify some challenges and coping strategies for
teaching large classes;
Explain the basic concepts in teaching small
group;
Identify different types of small group learning;
Demonstrate some steps for facilitating a small
group learning; and
Handle some problems of small group learning.
Gambari 2012

4. Definition of Key Concepts
Teaching  Learning
jharun@utm.my 4
jharun@utm.my 4

5. jharun@utm.my 5
Cont…
jharun@utm.my 5
1
Teaching is an
interaction between
a teacher and a
student in order to
bring about the
expected change in
the student’s
behavour (Clark
(1995).
2
Learning is a
process which
causes a change
in the behaviour
of an individual
(Ngwoke, 1995).
Basic
Concepts
Clarifying
the
terms

6. AIMS OF TEACHING
A teacher requires not only knowledge of subject
matter but also knowledge of how students learn
and how to transform them into active learners.
The aim of teaching is not only to transmit
information but also to transform students from
passive recipients of other people’s knowledge
into active constructors of their own and other’s
knowledge.
jharun@utm.my 6

7. TEACHING AND LEARNING IN
LARGE GROUP
Gambari 2012

8. LARGE CLASS

9. LARGE GROUP
These classes are usually taught in the lecture
mode.
Students are rarely asked to process their learning,
and discussions are limited.
Research has found that students are not very
happy with large, lecture-style classes.

10. EMPIRICAL STUDY ON LARGE GROUP
One study reports that students are bothered by:
Lack of interaction with professors (both in and out
of class)
Lack of structure in lectures
Lack of or poor discussion
Inadequate contact with teaching assistants
Inadequacy of classroom facilities and
environment
Lack of frequent testing or graded assignments
(James, 2000)

11. LECTURE METHOD
 The lecture method is a process of
teaching whereby the teacher verbally
delivers the knowledge to his students.
 sometimes, entertains questions either to
emphasize some points or to make some
points clearer.
 The teachers do the talking while the
students do the listening and jot down the
points when necessary.
 These days, teachers can lecture a crowd
of students or unseen students through
the use of radio, television, and internet
sites.

12. Lecture Method
jharun@utm.my 12

13. ATTRIBUTES OF A GOOD LECTURE
 It is delivered in a way that is
informative, interesting and
engaging;
The content is well organized
and easy to follow;
Students feel involved
Students are left wondering
where time has gone;
Students leave knowing that
they have learned
something(s), and are often
inspired to go off and find out
more.
13

14. ENHANCING LECTURE CLASSES
jharun@utm.my 14
Variety
Pace
Interest
Individualization
Setting Up Routines
Speaking Style
 Enlarging Circle
Collaboration

15. HOW DO I GENERATE AND
MAINTAIN LEARNERS’ INTEREST
jharun@utm.my 15

16. At the beginning of the lecture
 The lecturer should:
Appear enthusiastic
and interested in the
lecture;
Be organized, and
take control of the
lecture room on your
arrival;
Know how to use the
presentation
equipment.
jharun@utm.my 16

17. During the first few minutes of the lecture
The lecturer could:
Go through the learning
outcomes
Describe a problem or
scenario that is of relevance
to the topic
Share his/her passion and
enthusiasm for the topic.
Link the lecture to some
current news or activity.
jharun@utm.my 17

18. During the remaining period of the lecture
The lecturer could:
Use relevant and current examples to
illustrate the point;
Draw on the students' experiences (where
possible);
Use rhetorical questions to encourage
students to keep on track;
Vary between note taking, listening, and
active participation;
Use visual materials
Use live links to the web to demonstrate
the currency of the material being
presented.
jharun@utm.my 18

19. ORGANIZATION AND STRUCTURE
 Brown (1987) identified three types of
signal and clues:
(i) Signposts: indicate the structure and
direction of the lecture: E.g:
 Last week we covered … and this week I
will be developing those ideas further.
 Today I want to consider…
 First, we are going to look at …
 Second, I’ll spend some time
considering …
 There are also statements which indicate
ends of the topics within the lecture:
 * So, that summarizes the key features of
…
jharun@utm.my 19

20. Cont…
(2) Links: are phrases or statements that
link part of a lecture together: E.g:
Having just come to the end of a topic,
you could say, for example:
 So what does that mean in practice?
Well, let's go on to have a look at . . .
 So we can conclude then that.. .But
what does that really tell us about. ... ?
Well, if we go back to the first item we
considered today. . . .
 So, you can see that this is the final
step in the process. So what now? If
we know that this happens in this way,
what are the long term consequences?
Well, we’ll now go on to consider those
. . .
jharun@utm.my 20

21. Cont…
(3) Foci: are statements that give emphasis and
which highlight key points, e.g.:
This is the most crucial step of the process . . .
There are three absolutely essential points that
need to be made . . .
jharun@utm.my 21

22. A Case Study of Matt Davies (Aston
University)
Uses the ‘INTRO’ mnemonic is
particularly helpful in
introducing a lecture.
Where:
I stands for Interest;
N stands for Need;
T stand for Timing;
R stand for Range; and,
O stand for Outcome.
jharun@utm.my 22

23. HOW DO I ENGAGE MY STUDENTS?
There are different types and levels of student
engagement:
(i) First, Build a rapport, accessible, approachable
and friendly.
(ii) Breaking the flow or changing activity
(iii) Encourage active participation in the lecture by
(a) Pose questions for students to discuss in small
groups
(b) Get the students to tackle problems individually,
and then compare their answers with one or two
others sitting next to them.
(c) Ask the students to vote on a multiple choice
question (MCQ)
jharun@utm.my 23

24. Cont…
Show a DVD clip, but do ask the students to look
for something specific that you can ask them about
afterwards;
Use demonstrations that can involve the students
directly;
Ask students to do mini-test, for example, to check
students’ progress. This will need to be marked
and could be based on an MCQ format.
jharun@utm.my 24

25. LECTURING TO A VARIED STUDENT
GROUP
To make the lecture a good learning experience for
all students, the following suggestions may help:
Find out about the student cohorts who will be
attending the lecture.
Acknowledge to the students at the beginning, that
you know they are a varied group and that the
content, organisation and supporting materials for
the lecture will reflect this.
Use examples, or case studies, that are varied and
reflect the subject disciplines of the group;
jharun@utm.my 25

26. Cont…
 When undertaking class tasks, suggest to the
students that they work in their disciplinary
cohorts;
When appropriate, ask the students to work on
different problems or consider different questions
that are relevant to their knowledge base or subject
discipline; and
Make explicit reference to specific additional
resources each cohort can access for support after
the lecture.
jharun@utm.my 26

27. MANAGING DISRUPTIVE BEHAVIOUR
 Late arrivals
 Students
chatting/Making
Noise
 Types of noise:
Psychological noise;
physical noise; etc
 Use of mobile
phones
jharun@utm.my 27

28. EFFECTIVE USE OF POWERPOINT
PowerPoint presentation
can be a very effective tool
for enliven the lecture.
It is easy presentation to
import graphics,
photographs, charts,
graphs, audio and video
clips, and to insert live web
links.
If used well, it can generate
interest and provide rich
and varied information.
jharun@utm.my 28

29. How Can I Use PowerPoint Effectively?
jharun@utm.my 29

30. How can I use PowerPoint Effectively?
(i) Avoid using complex
background images which
detract attention.
(ii) Do not use over-complex
graphs;
(iii) Use a San-serif font such
as Arial or Verdana because
it’s easier to read from a
distance.
(iv) Try to avoid lectures which
use only slides with bullet
points;
jharun@utm.my 30

31. Cont...
(v) Use not more than 5–7 bullets/points per
slide for text information.
(vi) Use short sentences. Think in terms of point
form, and not narrative sentences and
paragraphs.
(vii) Use a large font, 18–24 point.
(viii) Add an empty slide or a simple slide with a
“Thank you” message to the end of your
presentation so that the viewer is not left
looking at your desktop!
jharun@utm.my 31

32. Cont…
(ix) Make your PowerPoint
to be interactive
(x) Import and use digitized
images, sound or video
materials within the
presentation
(xi) Use the hyperlink
function to allow non-
linear progression through
the material.
jharun@utm.my 32

33. CHALLENGES OF TEACHING LARGE
CLASSES
The following are some of the challenges:
(i) Lack of intimacy
(ii) Anxiety
(iii) Meeting the student needs
(iv) Marking of the scripts
(v) Distractions
(vi) Preparation
(vii) Noise level
(viii)Monitoring students
(ix) Limited Space for CL activities
(x) Textbooks and resources
jharun@utm.my 33

34. STRATEGIES FOR COPING WITH LARGE
CLASSES
Use a teacher's
notebook
Spread out
Create a participation
grade
Encourage competition
Relax: Find ways to
relax before d class
Establish trust by
knowing your students
by their name
jharun@utm.my 34

35. Cont…
Manage the noise
Reduce marking and
preparation time
Enforce a lateness
policy
Share your mobile
phone, e-mail, Skype,
blog site addresses
jharun@utm.my 35

36. TEACHING AND LEARNING IN
SMALL GROUP

37. What is a ‘small group’?
In higher education
programmes, small
groups may comprise
of as many as 25 or
30 students.
It can also operate
within a much larger
setting, such as a
lecture, workshop or
conference.
jharun@utm.my 37

38. Benefits of Small Group Learning (SGL)
(i) Tolerance and positive interactions among
students from different cultural
backgrounds;
(ii) The exchange and processing
of information;
(iii) Academic achievement;
(iv) Ownership of new knowledge and skills;
(v) Opportunities to solve real-world
problems;
(vi) Positive attitudes toward the content;
jharun@utm.my 38

39. Cont…
(vii) Openness to new perspectives;
(ix) Motivation to learn;
(x) Confidence in one’s social skills;
(xi) Psychological health (e.g., social
development, self-esteem); and
(xii) Attendance.
jharun@utm.my 39

40. Different Structures of Small Groups
Learning
(i) Informal small groups
learning
(ii) Formal small groups
learning
(a) Cooperative
Learning
(b) Collaborative
Learning
jharun@utm.my 40

41. STEPS FOR SUCCESSFUL SMALL GROUP
WORK
 The following are basic steps and preparation for
SGL:
1. Teaching students the basic principles of SGL
2. Planning and preparation
3. Teachers and students roles in structuring SGL
4. Deciding on group size
5. Ways of forming the group/Group composition
6. Practical/Seating Arrangement
7. Group Dynamics – Group Process
8. Starting the Session
9. Types of small group learning
10. Handling problems or difficult situations in SGL
jharun@utm.my 41

42. 1. Teaching Students Basic Principles of
SGL
(i) Positive interdependence,
(a) Goal interdependence
(b) Resource interdependence
(c) Role interdependence
(ii) Individual accountability,
(a) Eliminates free riders
(b) Domineering
(c) Keep students on-task
jharun@utm.my 42

43. Cont…
(iii) Group interaction: E.g,
(a) discussing concepts,
(b) sharing personal experiences,
(c) solving problems, and
(d) encouraging each other, group
members help each other learn the
concepts. and
(iv) Social skills:
(a) leadership,
(b) communication & active listening,
(c) delegation,
(d) conflict management, and
(e) decision making.
jharun@utm.my 43

44. 2. PLANNING AND PREPARATION
 There are four fundamental questions a teacher should
ask themselves when planning a teaching session, they
are:
(i) Who am I teaching? The number of learners and their
study level or stage in training;
(ii) What am I teaching? The topic or subject, the type of
expected learning (knowledge, skills, behaviours);
(iii) How will I teach it? Teaching and learning methods,
length of time available, location of teaching session,
internet resources, SGL skills models, etc; and
(iv) How will I know if the students understand? Informal
and formal assessments, questioning techniques,
feedback from learners.
jharun@utm.my 44

45. Cont…
jharun@utm.my 45

46. 3. TEACHERS’ AND STUDENTS’ ROLES IN
STRUCTURING SGL
(a) Teacher Roles
(i) Start and finish group work
- keeping to time,
- ensuring outcomes are achieved
- tasks are explained
(ii) Maintain the flow of content
(iii) Manage group dynamics.
(iv) Facilitate goal achievement
(v) Manage group environment
jharun@utm.my 46

47. Timing and Tasks
jharun@utm.my 47

48. (b) Student Roles
jharun@utm.my 48
May 22, 2006 48
1. Facilitator/Leader
Starts the activity and keeps
the group on task
Reiterates roles for others, as
needed
2. Recorder: Takes notes as
needed
3. Reporter: Presents to the
large group
4. Time Keeper: Helps keep
team on task within time
limits

49. Cont…
5. Quiet Captain: The quiet
captain sees to it that the
group does not disturb
other
6. Checker: The checker
makes sure that each one
in the group finishes the
worksheet or assigned
task in class.
jharun@utm.my 49

50. 4. PRACTICAL AND SEATING
ARRANGEMENTS
(a) Practical Arrangement
(i) the use of computer equipment
(ii) Know how to load presentations,
(iii)access the internet,
(iv) set up the data projector
(v) set up & use interactive whiteboards or other
equipment
(b) Seating Arrangement
It has the following advantages:
(i) Encourages nervous students to participate
(ii) A dominating student can be checked
(iii) Determines the level of students’ participation
jharun@utm.my 50

51. Types of Seating Arrangement
jharun@utm.my 51

52. Cont…
jharun@utm.my 52

53. Cont…
jharun@utm.my 53

54. Cont…
jharun@utm.my 54

55. Cont…
jharun@utm.my 55

56. 5. DECIDING ON GROUP SIZE

57. Deciding on Group Size
The choice of group size will
often depend on the:
 size of the whole class;
as well as on the size &
Shapes of the room; and
facilities available in the
rooms in which the small-
group work is to be carried
out.
jharun@utm.my 57

58. The followings are types of group sizes based on
their advantages and disadvantages:
(i) Pairs
Advantages
 ease to arrange meeting or
schedules.
 are good for small-scale tasks
Disadvantages
 Problems can occur when pairs fall
out,
 or a student is absent,
 lazy or domineering.
 It is normally unwise to use the same
pairs for long-term tasks, but it is
advisable to change pairs over
different tasks.
jharun@utm.my 58

59. (ii) Threes
Advantages
communication is still easy;
work can be shared out in
manageable ways;
It is easier to arrange
meetings/schedules than for
larger groups.
there is possibility of a 'casting
vote'.
opportunity when making
decisions
jharun@utm.my 59

60. Cont…
Disadvantages
two can gang up on
against one,
It is vulnerable if one
member is often absent
or when present doesn't
take an equal
responsibility
jharun@utm.my 60

61. Fours
Advantages
(i) it can be spited into
pairs for some
activities
(ii) can be a good for
sharing out large
projects
(iii) Students with
different
abilities/qualities can
play to their own
strengths
jharun@utm.my 61

62. Fives
Advantages
(i) are a favoured for many
tasks,
(ii) opportunity for 'casting vote'
(iii) opportunity when making
decisions.
(iv) There are sufficient people
to provide a range of
perspectives,
Disadvantages
(i) possibility for slacker to hide
jharun@utm.my 62

63. (vi) Sixes
The group can
subdivide into threes
or twos, in many
different ways.
It is difficult to ensure
the equivalence of
tasks for group
members.
jharun@utm.my 63

64. Seven to ten
jharun@utm.my 64

65. (vii) Seven to ten
Advantages
(i) Can be splitting into smaller groups for
action
(ii) It only viable if a substantial task is to be
undertaken and if considerable support and
advice is given on project and team
management.
Disadvantage
(i) greater possibility of idlers loafing
jharun@utm.my 65

66. 6. WAYS OF FORMING
GROUPS

67. Strategies for Forming Groups
 Avoid allowing students to form their own groups. When
groups are self-selected, students are more likely to stray
from the objective and form cliques (Cooper, n.d.).
 Members should be chosen based upon differing
achievement levels, learning styles, race or ethnicity, gender,
academic majors or career objectives, ages, personalities, or
past experiences.
 Group can be constituted based on: Group with some
historical or social basis; Random groups; and performance-
related groups.
jharun@utm.my 67

68. (i) Groups with some historical or social
basis
(a) Friendship groups
Advantage
(i) Feel sense of ownership
Disadvantage
(i) Students of similar ability clump together
jharun@utm.my 68

69. (b) Geographical groups
Advantages
(i) is one of the easiest and quickest ways of dividing
a class into groups.
(ii) minimizes the embarrassment of some students
who might not have been selected in a friendship
group.
Disadvantage
(i) students nearest the tutor has higher in motivation
compared to those in the most remote corner of
the room.
jharun@utm.my 69

70. Alphabetical (family name) group
Advantages
(i) It is easy to achieve if you already have an
alphabetical class list.
Disadvantages
(i) it is possible for students to find themselves in the
same group, if several tutors use the same process
of group selection.
(ii) It is possible when working with multicultural
large classes, several students from the same
culture may have the same family name, and some
groups may end up as dominated by one culture.
jharun@utm.my 70

71. (ii) Random groups
(a) Number group
 When students are given a number (for example
on a class list), you can easily arrange for different
combinations of groups for successive task
(b) Class list rotating syndicates
Where a succession of small-group tasks is to be
used, say with group size being four, it can be
worth making a printed list of the whole class, and
starting off by forming groups by writing AAAA,
BBBB, CCCC, DDDD, etc. down the list. Next time
round, write ABCD, ABCD, ABCD etc
jharun@utm.my 71

72. Cont…
Astrological groups: selection on the basis of
calendar month of birth date.
Similarly, 'star signs' could be used but not all
students know their stars. It can be used to groups
members into different sizes
Disadvantage
(i) participants from some religions may also find it
inappropriate.
jharun@utm.my 72

73. (iv) Further ways of forming groups
(a) Performance-related groups:
Sometimes you may wish to set out to balance the
ability range in each group, for example by
including one high-flier and one low-flier in each
group.
(b) Skilled based groups: For some group task, it can
be worthwhile to try to arrange that each group has
at least one member with identified skills and
competences.
(c) Hybrid groups: This is a compromise solution.
jharun@utm.my 73

74. 7. GROUP DYNAMICS –
GROUP PROCESSES

75. Stages of Group Processes
jharun@utm.my 75

76. 1. Forming
Gambari, 2012 76
1. Exploratory stage
2. Awkward stage,
characterized by silence
3. Teachers can help by
facilitating introduction,
using ice breaking tasks,
explaining the tasks and
purpose of the group
Tasks:

77. 2. Storming
jharun@utm.my 75
Tasks:
1. Determine requirements and
roles
2. trying to carrying out the a
task & become functional
3. This stage is characterized
by conflicts
4. The teacher can help by
clarifying & reflecting ideas
& moderating conflicts.

78. 3. Norming
jharun@utm.my 78
jharun@utm.my 78
Tasks:
1. The group begins to share
ideas, thoughts and beliefs
& establish ground rules
2. Teacher can help clarifying
ideas & ground rules, &
encourage reticent member
to participate

79. 4. Performing
jharun@utm.my 79
jharun@utm.my 79
Tasks:
1. Group focuses on activity &
start to work as a team.
2. Teacher’s is to keep the
group focused and facilitate
as necessary.
3. Monitor performance
Provide feedback
(e.g. evaluations)
Apply consequences

80. 7. STARTING THE SESSION

81. Starting the Session
The main task for the teacher at the start of the
session is to facilitate forming and norming. To do
this we need to:
(i) Create a positive learning environment;
(ii) Outline our expectations and explore those of the
group;
(iii) Negotiate and set ground rules;
(iv) Identify, agree and assign roles and
responsibilities; and
(v) Facilitate participation and enable communication
between group members through setting
appropriate tasks.
jharun@utm.my 81

82. Setting Ground Rules
Typical ground rules
might include:
(i) Starting and
finishing on time;
(ii) Coming prepared;
(iii) Listening to others
without interruptions;
(iv) Participating;
(v) Saying when you
don’t understand;
jharun@utm.my 82

83. Cont…
(vi) Addressing the whole
group and not just the
teacher when speaking;
(vii) Switching off mobile
phones;
(viii) Treating others’
contributions with respect;
(ix) Keeping personal issues
out of the session; and
(x) Maintaining
confidentiality within the
group.
jharun@utm.my 83

84. A. The Ten Commitments
1. I promise to do my share of work
with pleasure and delight.
2. I will be brave to express myself in
my group. My opinions do count.
3. I will be sensitive to my learning. If I
find any problem or difficulty, I will
turn to my teammates for help
immediately.
4. When my classmates are doing their
presentation, I will encourage them
with my big smile and attentive
eyes.
5. I am willing to help my classmates
and teammates when they need me.
jharun@utm.my 84

85. Cont…
6. I will write “thank-you” notes to one
of my classmates and teammates
after each class.
7. I will learn how to show my
appreciation in words and in deeds
to anyone who helps me during
class discussion.
8. I will learn how to catch my
classmates while they are doing
something good.
9. I will respect the differences between
my classmates and me.
10. I promise to enjoy every minute of
our physics class by smiling happily
all the time.
jharun@utm.my 85

86. B. The Ten Commandments
1. Do not turn in your homework late;
2. You must not laugh at your
teammates when they make
mistakes;
3. You must not sleep in class;
4. You must not chat with teammates
during group discussion;
5. You must not shout at your
teammates when talking to them;
6. You must not take things from
another teammate’s desk without
permission;
jharun@utm.my 86

87. Cont…
7. You must not kick the feet of another teammate
under the table;
8. You must not eat or chew gum or garlic during
group discussion;
9. You must not stay up late the night before small
group learning class; and
10. You must not swing your chair while seated.
(adopted from Gambari, 2010)
jharun@utm.my 87

88. Questioning and facilitation techniques
 Question strategies
(i) Evidence - How do you know that? What
evidence is there to support that position?
(ii) Clarification - Can you put that another way?
Can you give me an example? Can you explain
that term?
(iii) Explanation – Why might that be the case?
How would we know that? Who might be
responsible for…?
(iv) Linking and extending - Is there any
connection between what you have just said
and what Y said earlier? How does this idea
support/challenge what we explored earlier in
the session?
jharun@utm.my 88

89. Cont…
(v) Hypothetical – What might happen
if…? What would be the potential
benefits of X?
(vi) Cause and effect – How is this
response related to management? Why
is/isn’t drug X suitable in this
condition? What would happen if we
increased/decreased X?
(v) Summary and synthesis – What
remains unsolved/uncertain? What else
do we need to know or do to
understand this better/be better
prepared? (adapted from Brookfield
2006)
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90. Group Functioning Strategies
The following questions are necessary in
determining how groups are functioning:
(i)How well do you think you did that as a group?
(ii) Did someone take the lead, and if so, how did this
come about?
(iii) Who said most?
(iv) Whose ideas are most strongly present in the
solution to the task?
(v) Did you always agree with the ideas - being
adopted by the group?
(vi) Was there anything you thought but didn't
actually say?
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91. 8. TYPES OF SMALL GROUP
LEARNING

92. Types of Small Groups
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simple
Short term
Impermanent
Ad hoc
Examples:
 Think-Pair-Share
 Four Corners
complex
Longer activities
Permanent groups
Examples:
 Jigsaw
 Group
presentations/projects

93. Examples of SGL
 Jigsaw
 Brainstorm session;
 Buzz group;
 Cross-over group;
 Fishbowl;
 Free discussion;
 Open-ended enquiries;
 Peer-tutoring;
 Problem-based tutorial
group;
 Tutorless group;
 STAD
TAI
Role play;
Self-help group;
RPT;
 Simulation/game;
Snowballing;
Step-by-step
discussion;
Structured enquiries;
Syndicate;
Tutorial; … etc.
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94. 1. Student Team Achievement Division
(STAD) - How to do it
(i) Assign students to 4 – 5
member heterogeneous
groups;
(ii) The teacher presents
materials usually in a
lecture-discussion format.
(iii) Group members work
cooperatively with
teacher-provided
worksheets or answer
sheets or both;
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95. Cont…
(iv) Each student individually
takes a quiz and group quiz.
(v) Each student’s individual
quiz score and team quiz
score are counted equally
towards the student’s final
course grade;
(vi) High scoring teams is
recognized in the class.
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96. jharun@utm.my 96
May 22, 2006
2. Jigsaw – how to do it
(i) Create heterogeneous groups called “home”
groups
(ii) Give students a part of a text to read (equally
distributed)
(iii) Have “expert groups” get together to share
(iv) Bring “home” groups back together to debrief
(v) Students take individual or group quiz
(vi)Best group is rewarded

97. Cont…
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1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
4 home groups,
with 4 members
each
1 1
1 1
2 2
2 2
3 3
3 3
4 4
4 4
4 expert groups, with one
member from each home
group
Rejoin
home groups
and share
expertise

98. 3. Team Assisted Individualization – how to
do it
(i) Students are split into teams
of three or four or five with a
mix of ability;
(ii) After a teacher has taught a
lesson;
(iii) Each teammate complete
the task
(iv) Teammates help each other
complete tasks;
(v) Students are then tested
individually or by group;
(vi) Teams earn recognition.
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99. 4. Learning Cell – how to do it
(i) Students read an
assignment and
generating a list of
questions dealing with
the major points,
important concepts or
methodological
procedures.
(ii) During class time,
students are randomly
paired up, and partner A
begins by asking the first
question.
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100. Cont…
(iii) After the question is
answered (and possibly
corrected), the second
student, B, poses a
question to student A. &
each write down their
answers.
(iv) During this process the
lecturer goes round
monitoring student
progress and providing
clarification as needed.
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101. 5. Think, Pair, Share - How to do it?
(i) Announce a discussion topic or
problem to solve;
(ii) Give students at least 10 seconds of
think time to THINK of their own
answer;
(iii) Ask students to PAIR with the
person sitting next to them to discuss
the topic or Solution;
(iv) Finally, randomly call on a few
students to SHARE their ideas with
the class;
NB: Give students time cues for each
step will keep them on task.
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102. 6. Syndicate – how to do it
(i) Assign students to 4-8 group
member;
(ii) Assign each group a topic to
research, or you can give the
class a list and allow each group
to choose a topic;
(iii) Let groups know time limit for
the project execution &
presentation;
(iv) A marking scheme that includes
a weighted peer-evaluation along
with lecturer evaluation can be
devised.
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103. 7. Brainstorming – How to do it
(i) In a small or large group select a
moderator and a recorder (they may
be the same person).
(ii) Define the problem or idea to be
brainstormed (make sure everyone is
clear on the topic being explored).
(iii) Set up the rules for the session.
They should include:
(a) Allowing everyone to contribute;
(b) Recording each answer unless it
is a repeat; and
(c) Setting a time limit and stopping
when that time is up.
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104. Cont...
(iv) Start the brainstorming. The recorder should write down all
responses, if possible so everyone can see them. Make sure
not to evaluate or criticize any answers until brainstorming
is done.
(v) Once you have finished brainstorming, go through the
results and begin evaluating the responses. Some initial
qualities to look for when examining the responses include:
(a) Looking for any answers that are repeated or similar;
(b) Grouping like concepts together;
(c) Eliminating responses that definitely do not fit;
(vi) Now that you have narrowed your lists down, discuss
the remaining responses as a group; and
(vi) Give the class time cues for each step to keep them on
task and efficient.
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105. 8. Buzz Groups – How to do it
(a) Open-Ended Buzz Group Discussion:
(i) Open-ended discussions begin with a sincere
question (to which there is no one correct,
concise or simple answer) posed by the teacher
or a student.
(ii) Incorporate pauses after students' responses
to encourage extended or different responses.
(iii) Clarify students' responses when necessary.
(iv) Establish student-student dialogues during
the discussion whenever possible.
(v) Respect students' questions and their
responses.
(vi) Model the role of listener, collaborator,
mediator, prompter, learning partner and
questioner.
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106. (b) Guided Buzz Group Discussion
(i) Guided discussions begin with
teacher-posed questions that
promote the exploration of a
particular theme, topic or issue.
(ii) Through discussion, students
should achieve a deeper
understanding of the topic.
(iii) After some time is spent on
teacher-directed questioning,
students should be encouraged to
facilitate discussions by
continuing to formulate and pose
questions appropriate to the topic
of study.
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107. HANDLING PROBLEMS OR
DIFFICULT SITUATIONS IN SGL

108. 1. Group member behaviours which
damage group work
S/No Behaviours Suggested Solution
1. Group
members
being late
(i) Lead the group towards including an appropriate ground rule
on punctuality
(ii) Point out that punctuality is related to courtesy
(iii) Lead by example, don’t be late yourself!
(iv) Make the beginning of group sessions well worth being
there for
(v) Give out something useful at the beginning of the session
(vi) Avoid queuing
2. Group
members
not turning
up at all
(i) Ensure that it really is worth turning
(ii) Keep records of attendance
(iii) Assess attendance
(iv) Issue something during each session
(v) Cover some syllabus elements only in small-group sessions
(vi) Don't cancel small-group sessions
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109. Cont …
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S/No Behaviours Suggested Solution
3. Group
members not
preparing
(i) Help students to structure their preparation
(ii) Don't fail to build on their preparations
(iii) Try starting each session with a quick quiz
(iv) Consider asking them to hand in their preparations
sometimes
(v) Get them to peer-assess their preparations
sometimes
4. Group
members not
doing their
jobs
(i) Have clear task briefings in the first place
(ii) Make the first part of a group task relatively short
and straight forward
(iii) Specify the learning outcomes clearly
(iv) Set structured tasks, with staged deadlines

110. Cont…
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S/No Behaviours Suggested Solution
5. Group
members
being
disruptive
(i) Cheek that it really is disruption
(ii) Find out why a person is being disruptive
(iii) Watch for the same group member being
disruptive repeatedly
6. A group
member
dominating
(i) Get the group to reflect on how it is
functioning
(ii) Lead a discussion on the benefits and
drawbacks of assertiveness
(iii) Confront the dominator privately
(iv) Intervene in the work or the group

111. 2. Group Facilitator Behaviour which can
Damage Group Work
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S/No Behaviours Suggested Solution
1. Facilitator
ignoring non-
participants
(i) Remind the whole group of the benefits of equal participation
(ii) Clarify the group learning briefing
(iii) Consider making the assessment of contribution to the work of
the group more explicit
(iv) Confront a non-participant directly
(v) Try to find out if there is a good reason for non-participation
(vi) Explore whether non-participation could be a cry for help
(vii) Check, with care, whether the problem is with the work rather
than the group
(viii) Cheek whether non-participation could be a reaction against
the facilitator
2. Facilitator
allowing
domineers
(i) Have a quiet word with the domineer
(ii) Get the whale group to do a process review
(iii) Watch out for why people dominate

112. Cont …
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S/No Behaviours Suggested Solution
3. Facilitator
not having
prepared
adequately
(i) Make it obvious that you have prepared
specially for the group session
(ii) Keep records of group sessions, and have them
with you
4. Facilitator
being too
didactic or
controlling
(i) Don’t try to hurry group learning too much. It
is tempting
(ii) Hide your knowledge and wisdom sometimes
(iii) Allow group students to learn from mistakes
(iv) Plan processes rather than outcomes
(v) Ask your students
(vi) Learn from selected colleagues

113. Cont…
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S/No Behaviours Suggested Solution
5. Facilitator
showing
lack of
cultural
sensitivity
(i) Read about It
(ii) Watch other group-learning facilitators, with
this agenda in mind
(iii) Don't make assumptions
(iv) Talk to group members individually
(v) Ask directly sometimes
6. Facilitator
favouring
clones
(i) Go clone detecting
(ii) Don't over-compensate

114. Cont…
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S/No Behaviours Suggested Solution
7. Facilitator
talking too
much
(i) Remind yourself that most learning is done by doing, rather
than listening.
(ii) Don’t allow yourself to be tempted into filling every silence.
(iii) Only say some of the things you think. Don’t fall into trap
of feeling you have to defend your expertise, or that you need to
justify your position.
(iv) Don’t let them let you talk too much!
(v) Present some of your thoughts (particularly longer ones) in
print.
8. Facilitator
not
providing
clear
objectives
(i) Work out exactly what you intend each group learning
session to achieve.
(ii) Publish the learning outcomes or objectives in advance.
(iii) Maintain some flexibility
(iv) Don't just write the objectives or outcomes - use them!
(v) Assist students in creating their own objectives.

116. Conclusion
 Teaching large group of students is a challenging
experience and it is not sufficient to simply know the
material but how to make the lecture interesting and
engaging, well organised and structured, with clear
guidance through the material, using relevant and topical
examples and case studies.
 Small groups can be an effective learning situation in
which students learn both through instructions from their
teachers and from interaction with each other. The group
also provides opportunities for individuals to speak in
front of others and to receive feedback from teachers and
peers.
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