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Learning Objectives

Learning Objectives. By the end of this module, you will be able to: Describe at least 1 key element of preparation for small group teaching Identify at least 2 skills the effective facilitator needs to bring to small group teaching. Content & Process in Small Group Teaching. Content

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Learning Objectives

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  1. Learning Objectives By the end of this module, you will be able to: • Describe at least 1 key element of preparation for small group teaching • Identify at least 2 skills the effective facilitator needs to bring to small group teaching

  2. Content & Process in Small Group Teaching Content • Problem • Context • Knowledge • Skills • Attitudes Process • Dialogue • Questioning • Collaboration • Activity • Interpersonal skills

  3. Criteria for an effective small group • Climate • Cooperative vs. competitive • Active participation • Distribution of leadership • Enjoyable • Content adequately & efficiently covered • Evaluation an integral part • Regular attendance • Preparation by all

  4. What are some things a facilitator needs to do to prepare for small group teaching? • Know audience • Establish learning objectives • Provide resources as needed • Anticipate problems • Determine group size room & other logistics • Establish interpersonal elements • Ground rules • Role definitions & clarification of tasks • Consider facilitation and interaction

  5. What are skills an effective facilitator needs to bring tosmall group teaching? • Stop learners at critical points and ask them to elaborate on what they are thinking • Probe learners’ understanding of principles and concepts • Summarize what is known and not known about the problem/issue at hand • Build on comments made by learners

  6. What are skills an effective facilitator needs to bring tosmall group teaching? (cont) • Before intervening, listen as learners develop their ideas through prolonged periods of discussion with one another • Encourage learners to: • Listen fully to each other • Tolerate silence • Interrupt one another infrequently • Focus on areas in which they feel the greatest confusion or lack of knowledge • Assess their learning needs

  7. Question and Probe the Reasoning Process with Different Types of Questions Cognitive Domain • Exploratory: What evidence supports…? • Challenge: How else might we account…? • Cause-and-Effect: If X happens, then…? • Hypothetical: What if…? • Summary: What are one or two important insights…?

  8. Group Techniques • Buzz groups • Brainstorming • Snowball (or pyramids) • Nominal • Role play • Jigsaw (or crossover) • Fishbowl • Plenary • Case-based

  9. Evaluating a Discussion • Were a variety of perspectives explored? • Was the discussion open-ended and did it generate new questions? • Was the discussion appreciative of difference and open to frank disagreements? • Was the discussion respectful? Collaborative? • How clearly were ideas communicated? • How well did the discussion lead to a deeper understanding? New knowledge? • Are you feeling more confident about leading discussions? Why?

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