Strategies in Teaching Small Groups

Question 1

Fill in the blanks:

________ focused on the problems posed by large group teaching and learning:

• Discomforting and overwhelming
• Anonymity and passivity
• Lack of clear direction

A. Ward and Jenkins (1992)
B. Martin (1996)
C. Nasmith and Daigle (1996)
D. Garland (1994) and Crosby (1996)

Answer 1

A. Ward and Jenkins (1992)

Question 2

Small groups based on Martin (1996)

• It is easier to form relationships among members and interact with
  each other in discussion

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

Answer 2

C. Small groups may offer a less threatening environment

Question 3

Small groups based on Martin (1996)

• Allow students to bring their own experiences and take more responsibility for learning.

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

Answer 3

B. Students can direct their learning process

Question 4

Small groups based on Martin (1996)

• Safer environment to ask “dumb” questions and share insight and concerns

A. Active learning is encouraged
B. Students can direct their learning process
C. Small groups may offer a less threatening environment
D. None of the above

Answer 4

A. Active learning is encouraged

Question 5

• Instructional method where students at different performance levels work together in small groups to achieve a common goal.
• Allows students in the health profession to discuss diagnostic dilemmas, management plans, and other factors pertinent to patient care more readily am meaningfully

Answer 5

Small group

Question 6

BENEFITS OF SMALL GROUP

A. SMALL GROUP AS FUNCTIONAL LEARNING GROUP
B. RELEVANCE OF LEARNING IN SMALL GROUP
C. GROUP DEVELOPMENT AND PROCESS

Answer 6

B. RELEVANCE OF LEARNING IN SMALL GROUP

Question 7

It increases students’ achievement and provides immediate feedback on students’ learning.

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

Answer 7

A. (Nasmith & Daigle 1996)

Question 8

It fosters team building, collaborative work, task prioritization, and time management

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

Answer 8

D. (Abercrombie 1979)

Question 9

It promotes reflective learning, confidence in one’s ideas, effective communication, and conflict-resolution skills.

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

Answer 9

B. (Martin 1996)

Question 10

It encourages critical thinking, self education, and learning through curiosity and discovery

A. (Nasmith & Daigle 1996)
B. (Martin 1996)
C. (Garland 1994 & Crosby 1996)
D. (Abercrombie 1979)

Answer 10

C. (Garland 1994 & Crosby 1996)

Question 11

Positively reinforced a student’s capacity to tackle the subject matter and give an evaluation based on their understanding, provided motivation, and made them appreciate feedback

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

Answer 11

D. (Pilones 2003)

Question 12

Way of learning that is learner-centered and self-directed

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

Answer 12

A. (Crosby 1996)

Question 13

Students study and research more, enabling them to participate in discussions and work in teams.

A. (Crosby 1996)
B. (Martin 1996)
C. (Cadona 2001)
D. (Pilones 2003)

Answer 13

C. (Cadona 2001)

Question 14

It is defined as a “collection of persons in face-to-face interactions, each person aware of his own and others’ membership, and each getting some satisfaction from participating in the activities taking place.”

Answer 14

Small group

Question 15

Are behaviors expected of persons who occupy given positions in the group?

Answer 15

Roles

Question 16

Effectively communicated the material to be covered, provided content, and identified areas of interests

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

Answer 16

A. Teacher

Question 16

Abstract and condense relevant information

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

Answer 16

C. Synthesizer

Question 17

Encourages and guides groups through the stages of development

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

Answer 17

B. Mediator

Question 18

Sets the climate, organizes resources, and helps elicit and clarify the purposes of individuals

A. Teacher
B. Mediator
C. Synthesizer
D. Facilitator

Answer 18

D. Facilitator

Question 19

Develops plans on how to proceed and focuses attention on the task to be done.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

Answer 19

D. Direction giver or oriented

Question 20

Proposes goals and tasks to initiate action within our group.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

Answer 20

C. Starter/initiator contributor

Question 21

Pulls related ideas or suggestions together and restates and summarizes major points discussed.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

Answer 21

E. Summarizer

Question 22

Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

Answer 22

A. Information and opinion giver

Question 23

Ask facts, information, opinions, and feelings from another member to help in the discussion.

A. Information and opinion giver
B. Information and opinion seeker
C. Starter/initiator contributor
D. Direction giver or oriented
E. Summarizer

Answer 23

B. Information and opinion seeker

Question 24

Provides a secretarial function A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 24

H. Recorder

Question 25

Compares group decisions and accomplishments with group standards and goals. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 25

F. Evaluator / Critic

Question 26

Cares for operation details such as material, machinery, etc. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 26

G. Procedural Technician

Question 27

Figure out the sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goal. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 27

C. Diagnoser

Question 28

Stimulates a higher quality of work from the group. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 28

D. Energizer

Question 29

Gives additional information, examples, rephrases, and implications about points made by others. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 29

A. Elaborator

Question 30

Shows relationship among various ideas by pulling them together and harmonizes activities of various subgroups and members. A. Elaborator B. Coordinator C. Diagnoser D. Energizer E. Reality Tester F. Evaluator / Critic G. Procedural Technician H. Recorder

Answer 30

B. Coordinator

Question 31

Small groups learning skills Skills for learning in small groups to be achieved are: A. Teamwork B. Higher-order thinking skills C. Communication skills D. Collaborative learning E. All of the above F. None of the above

Answer 31

E. All of the above

Question 32

* Necessary for members to work in a group and provide each other with mutual support. * Observing each member’s effect on other members would eventually influence future behavior and strategies that will be adopted by the team. A. Teamwork B. Higher-order thinking skills C. Communication skills D. Collaborative learning E. All of the above F. None of the above

Answer 32

A. Teamwork

Question 33

* Delivery skills are readily applied in small group learning, especially since the members are physically positioned ( can see eye-to-eye) to promote better expression. A. Teamwork B. Higher-order thinking skills C. Communication skills D. Collaborative learning E. All of the above F. None of the above

Answer 33

C. Communication skills

Question 34

* Allows for cooperation among and between learners and staff or faculty * It also fosters respect, humility, and openness among members of the group A. Teamwork B. Higher-order thinking skills C. Communication skills D. Collaborative learning E. All of the above F. None of the above

Answer 34

D. Collaborative learning

Question 35

* Different skills are encouraged to produce a deeper understanding of a topic at hand. * These skills may be hard to achieve in a didactic lecture setting and would be better facilitated in a small group. A. Teamwork B. Higher-order thinking skills C. Communication skills D. Collaborative learning E. All of the above F. None of the above

Answer 35

B. Higher-order thinking skills

Question 36

Which of the following is NOT objective of Small Group Learning Strategies and their Application? A. To generate ideas and opinions (through buzz groups, brainstorming, and crossover groups) B. To clarify or build consensus (through tutorials, group discussion, snowballing, the nominal group technique, and fishbowl and roundtable discussion) C. To practice and/or play certain roles (through role play, games, and simulation) D. To foster respect, humility, and openness among members of the group

Answer 36

D. To foster respect, humility, and openness among members of the group

Question 37

* Usually utilized with larger groups (10-12 members) * Useful means of getting students to process and use new information to solve problems * Encourages some form of participation as well as feedback ADVANTAGE: *Effective for quieter students DISADVANTAGE: *Some groups may talk about another topic A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 37

A. Buzz group

Question 38

* Most popular but not necessarily most favored strategy * Some may enjoy, some may not * Feedback, debriefing, and de-rolling are done after for discussion A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 38

K. Role-playing

Question 39

* While members are seated in a circular arrangement, one member asks a question to the member opposite him; continued clockwise * Review of questions and answers is made after the set time limit A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 39

J. Circular questioning

Question 40

* Used to acquire and assess group members’ knowledge as well as group dynamics * Done by arranging an inner group (discussion) and outer group (observe and listen); roles are later reversed * Ensures participation of all members * It entails preparation especially in the making of the behavior, checklist, giving feedback and developing patterns or themes A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 40

H. Fishbowl

Question 41

* Discussion among members held without audience * Consist of a chairperson and participant * Less formal than the NGT * Good strategy to elicit all members’ participation A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 41

I. Round table discussion

Question 42

* Developed by Delbecq et al. 1975 * A consensus planning tool that helps prioritize issues and which involves four basic phases A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 42

G. Nominal Group Technique (NGT)

Question 43

* Similar to tutorials in that the class is divided into groups and each group is expected to discuss the subject matter * The facilitator needs to probe, direct, focus, and summarize or ask a member of the group to summarize what has transpired during the section * In this strategy, the group decides on the issues to focus on A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 43

E. Free group discussion

Question 44

* The group discusses a material already covered in class or previously assigned. * Students can be given questions to answer before hand * Learners are responsible for the session and the concepts to discuss but the tutor should available to focus and redirect the discussion based on the work they have prepared * Time consuming and labor intensive for both tutor and student A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 44

D. Tutorial

Question 45

* Used to maximize crossing over of information in a large class * Good way to introduce students to each other and is a good icebreaker * Coding schemes can be used when regrouping members A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 45

C. Crossingover

Question 46

* Technique for activating the students’ knowledge or current understanding of an issue or theme (Cotillon 2003) * Usually the first stage of problem-based learning session whereby learning issues are being identified (Appelbaum, et al. 1974) A. Buzz group B. Brainstorming C. Crossingover D. Tutorial E. Free group discussion F. Snowballing G. Nominal group technique H. Fishbowl I. Round table discussion J. Circular questioning K. Role-playing

Answer 46

B. Brainstorming

Question 47

What are the four sources of data and instruments used in assessing group processes?

Answer 47

1. Written 2. Oral 3. Combination 4. Others

Question 48

* Video or audio playback - Provides a replay of the proceeding, which can be viewed several times so members can contemplate on the behaviors they have seen. A. Written B. Oral C. Combination D. Others

Answer 48

D. Others

Question 49

* “Do-it-yourself” checklist - Using the snowball technique, each the student is asked to write down three statements about the class * Fishbowl - Group’s (inner & outer) observations are discussed * Self-made evaluation - Developed by two or more subgroups for the assessment of other subgroups A. Written B. Oral C. Combination D. Others

Answer 49

C. Combination

Question 50

*Reporting back - The first 5 mins of the meeting are spent on critique A. Written B. Oral C. Combination D. Others

Answer 50

B. Oral

Question 51

*Diaries - Recording of impressions, feelings, and what they learned about the group. Comments are shared at the designated meeting * Questionnaires - accomplished at the end of a module or semester A. Written B. Oral C. Combination D. Others

Answer 51

A. Written

Question 52

Reliable and dependable A. 9-10 B. 7-8 C. 5-6 D. 0-4

Answer 52

B. 7-8

Question 53

Usually listened with attention and contributed approriately most of the time A. 9-10 B. 7-8 C. 5-6 D. 0-4

Answer 53

C. 5-6

Question 54

Reliable, responsible, and dependable A. 9-10 B. 7-8 C. 5-6 D. 0-4

Answer 54

A. 9-10

Question 55

Frequently or rarely listened with attention A. 9-10 B. 7-8 C. 5-6 D. 0-4

Answer 55

D. 0-4

Question 56

What are the three common problems in small group learning?

Answer 56

1. Students 2. Teachers 3. Environment

Question 57

* Without proper guidance from the facilitator, students may end up more lost and confused * Those Who are introverted or used to traditional setup may feel threatened * Having unclear or unattainable goals or have too much topics to handle for a single problem * feeling of not learning or feeling that the task is a waste of time * roles may be unclear or unequally distributed A. Students B. Teachers C. Environments D. None of the above

Answer 57

A. Students

Question 58

Not enough space for the sessions and not enough resource allocations for the activities. A. Students B. Teachers C. Environments D. None of the above

Answer 58

C. Environments

Question 59

Content experts would adopt a didactic style instead of being facilitators to group members. Feeling of that the student-centered sessions are less efficient in the use of student and faculty time. A. Students B. Teachers C. Environments D. None of the above

Answer 59

B. Teachers