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PSTMT > Teaching in Small Groups > Flashcards

Teaching in Small Groups Flashcards

1
Q

Benefits of Small Group Learning

A
  • provides immediate feedback on understanding (Nasmith and Daigle, 1996)
  • encourages critical thinking (Garland, 1994; Crosby, 1996)
  • promotes reflective learning and enhance interpersonal skills (Martin, 1996)
  • teambuilding (Abercrombie, 1979)
  • learner-centered (Crosby, 1996)
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2
Q

Each person aware of his/her own and others’ membership

- Each is getting some satisfaction from participating in the activities taking place (Johnson and Johnson, 1975)

A

Small-Group

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3
Q

How many members for a group without leaders?

A

5-7 members

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4
Q

How many members for groups with an appointed leader and most effective when brainstorming is required?

A

10-12 members

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5
Q

Characteristics of a Small-Group to be a functional unit

A
  • Interaction among members
  • group structure
  • shared goals
  • entitativity
  • dynamic interdependence
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6
Q

Roles of Facilitator

A

teacher
synthesizer
facilitator
mediator

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7
Q

Effectively communicates the materials to be covered, provides content, and identifies areas of interest

A

Teacher

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8
Q

Abstracts and condenses relevant information

A

Synthesizer

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9
Q

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

A

Facilitator

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10
Q

Encourages and guides groups through the stages of development

A

Mediator

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11
Q

Offer facts, opinions, ideas suggestions, relevant information to help group discussion

A

Information and Opinion Giver

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12
Q

Asks for facts, information, opinion, and feelings from other members to help in the group discussion

A

Information and Opinion Seeker

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13
Q

Proposes goals and tasks to initiate action within the group

A

Starter/ Initiator

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14
Q

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

A

Direction Giver / Orienter

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15
Q

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

A

Summarizer

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16
Q

Gives additional information– examples, rephrases, implications– about points made by
others

A

Elaborator

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17
Q

Shows relationships among various ideas by pulling them together and harmonizes
activities of various subgroups and members

A

Coordinator

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18
Q

Figures out sources of difficulties the group has in working effectively and the blocks to
progress in accomplishing the group’s goals

A

Diagnoser

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19
Q

Stimulates a higher quality of work from the group

A

Energizer

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20
Q

Examines the practicality and workability of ideas, evaluates alternative solutions, and
appliers them to real situations to see how they will work

A

Reality Tester

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21
Q

Compares group decisions and accomplishments with group standards and goals

A

Evaluator

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22
Q

Cares for operation details, such as materials, machinery, etc.

A

Procedural Technician

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23
Q

Provide secretariat function

A

Recorder

24
Q

Warmly encourages everyone to participate, giving recognition for contributions,
demonstrating acceptance and openness, to the ideas of others, and is friendly and
responsive to group members

A

Encourager of participation

25
Q

Persuades members to constructively analyze their differences in opinions, searches for
common elements in conflicts, and tries to reconcile disagreements

A

Harmonizer and Compromiser

26
Q

Eases tension and increases the enjoyment of group members by joking, suggesting
breaks, and proposing fun approaches to group work

A

Tension reliever

27
Q

Smoothens communication by setting up procedures and ensuring equal participation
from members

A

Gatekeeper and Expediter

28
Q

Shows good communication skills and make sure that each group member understands
what other members are saying

A

Communication Helper

29
Q

Asks members how they feel about the way the group is working and about each other,
and shares own feelings about both

A

Evaluation of Emotional

Climate

30
Q

Watches the process by which the group is working and uses the observations to help
examine group effectiveness

A

Process / Group Observer and

Commentator

31
Q

Expresses group standards and goals to make members aware of the direction of the
work and the progress being made toward the goal and to get open acceptance of group
norms and procedures

A

Standard Setter

32
Q

Listens and serves as an interested audience for other members, is receptive to others’
ideas, and goes along with the group when not in disagreement

A

Active Follower/ Listener

33
Q

Accepts and supports openness of other group members, reinforcing risk-taking and encouraging individuality

A

Trust Builder

34
Q

Promotes open discussion of conflicts between group members in order to resolve
conflicts and increase group togetherness

A

Interpersonal Problem Solver

35
Q

Stages of Group Formation

A 
Forming
Storming
Norming
Performing
Adjourning
36
Q

Orientation to the task
Testing of members on each other
Dependence on the Facilitator

A

Forming

37
Q

Emotional response to task demands

Intragroup conflicts

A

Storming

38
Q

Open exchange of relevant information

Development of group cohesion

A

Norming

39
Q

Emergence of solutions to the task

Functional role-relatedness

A

Performing

40
Q

Completion of task and eventual splitting or adjournment of groups
Saying farewells and exchange of contact addresses

A

Adjourning

41
Q

Small-Group Learning Skills

A

Teamwork
Higher-order Thinking Skills
Communication Skills
Collaborative Learning

42
Q

Work in a group and provide mutual support

A

Teamwork

43
Q

Problem solving, critical thinking, analyzing, evaluating evidence, logical reasoning and synthesizing for deeper
understanding of topic at hand

A

Higher-order thinking skills

44
Q

Promotes better expression of one’s self

A

Communication Skills

45
Q

Cooperation among and between learners and staff to foster humility, respect, and openness

A

Collaborative Learning

46
Q

Discussion skills of learners and students

A
  • Asking questions
  • Listening
  • Responding
  • Explaining
  • Opening and closing
  • Preparation
47
Q

Cognitive skills of learners

A
  • Gaining understanding
  • Critical thinking
  • reasoning
  • Problem-solving
  • Decision making
  • Creative thinking
48
Q

Learning Objectives in Small Group

A
  1. Generate Opinions
  2. Clarify and Build Consensus
  3. Practice and/or Play certain roles
49
Q
  • Diaries

* Questionnaires

A

Written

50
Q
  • Reporting
  • Recitation
  • Fishbowl
A

Oral

51
Q
  • DIY checklist

* Self-made evaluation

A

Combination

52
Q

• Video or audio playback

A

Assessment

53
Q

Common Problems of Students

A

a. The blind leading the blind – Martin 1996
b. Slow transition from traditional collaborative mode may be necessary when students are unused to
the approach – Sheridan, Byrne and Quina 1989

54
Q

Problems of Teachers

A

a. Didactic style instead of being facilitators to group
b. Assume an observer’s role
c. Student-centered sessions are less “efficient” in the use of time

55
Q

Problems of Environment

A

a. Not enough space
b. Rooms are too few
c. Insufficient resources allocation for activities

PSTMT (3 decks)

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