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Structuring Group Work in the Classroom for Maximum Success CEIT March 2, 2012

Learn key advantages of teaching public health through group work, different forms of group work, and structuring groups for student success. Explore best practices in Public Health classrooms with examples from Godley's teaching experience.

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Structuring Group Work in the Classroom for Maximum Success CEIT March 2, 2012

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  1. Structuring Group Work in the Classroom for Maximum SuccessCEITMarch 2, 2012 Sophie Godley, MPH Clinical Assistant Professor Director, Undergraduate Education

  2. Today’s Learning Objectives After successfully completing this session, participants will be able to: • State the key advantages in teaching public health to undergraduates and graduate students through group work; • Discuss and give examples of the different forms of group work in the public health classroom; • Articulate the ways to structure groups that take advantage of different student skill sets.

  3. My teaching: My students

  4. Best Practices in Public Health Classrooms

  5. Godley Key elements • Reciprocity • Group work • Active learning: engaged students working with faculty, experts, outside practice partners • Concrete skills are developed or “planted” for later growth • Opportunities to practice & receive feedback in classroom

  6. Godley PH510 Undergraduate Introduction to Public Health • Syllabus design: 20% of class is functional skills, background, remaining 80% is topic-specific • Assessment: time spent in classroom reviewing and practicing basic epi skills, working through writing, learning to analyse data.

  7. Relevance to their lives, their experiences.

  8. Group discussions: public health policy • Should smoking be banned in public housing? • Should food stamp recipients be able to buy fast food? • Should football be banned for youth under 18?

  9. Godley MC705 Safer Sex in the City: From Science to Policy • Syllabus design: appropriate for undergraduates and graduate students • Group work: Maximize contributions from everyone, assign roles, prepare extensive background materials to support students less familiar with material. • Assessment: group project, script writing, PSA development

  10. In-Class Activity: Mock CDC HIV/AIDS Material Review Panel

  11. Presentation Title Does it always work well? Structure for success

  12. Rules of engagement • Turn your chairs, or move your bodies • Introduce yourselves • Participate! • Select someone to report back BUT WHYYYYYYYYYY?

  13. Godley Mixed groups or similar groups? Disadvantages • Collect info before class or during first class, group by interest. • Divide groups randomly • Segregate by level?

  14. Godley Mixed groups: Advantages • Potential to inspire one another • Students practice managing different backgrounds, diversity of experiences, how to bring out the best in one another • May bring together much more diverse (racial, ethnic, international, language, gender) group in classroom • Sometimes undergraduates bring fresh eyes to old problems including technology.

  15. ContactSophie Godley, MPH • Boston University School of Public Health • Talbot Building 715 Albany St. Office 424 East Wing • Boston, MA 02118 • Ph: 617/638-5296 Email: sgodley@bu.edu • Facebook: Sophie Godley • Twitter: @sophiesalibi

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