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Small Groups & Effective Discussions

Small Groups & Effective Discussions. Scott Grogan Shawn Alderman Faculty Development Fellows. Objectives. Reviewed levels of cognitive learning Discussed strengths and weakness of leading discussions Identified methods for leading small group discussions

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Small Groups & Effective Discussions

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  1. Small Groups & Effective Discussions Scott Grogan Shawn Alderman Faculty Development Fellows

  2. Objectives • Reviewed levels of cognitive learning • Discussed strengths and weakness of leading discussions • Identifiedmethods for leading small group discussions • Practiced leading small group discussions

  3. Take Home Points • Prior planning prevents … • Keep it Safe • Manage personalities

  4. Unconsciously Unaware • Consciously Unaware • Consciously Aware • UnconsciouslyAware Levels of Learning • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  5. ActivityOne Learner Educator

  6. Strengths of Discussions • Encourages active participation • Provides immediate feedback • Develops higher order cognitive skills • Develops interests and values • Changes attitudes

  7. Weaknesses of Discussions • May be difficult to get participation • Time consuming • Not ideal for large amounts ofinfo • Requires more forethought/planning

  8. Opportunities • Evaluate skill in speech & discussion • Evaluateproblem solving skills • Stimulates thought, reflection, & understanding • Promotes safety

  9. Threats • Instructor has less control • Poor preparation • The over-participator • The under participator

  10. When are small groups effective? • Size • Planned • Unplanned

  11. Steps in Leading Effective Group Discussions • Prepare for the discussion • Getting the discussion started • Managing the group process • Concluding a discussion

  12. Prepare for the Discussion • Needs assessment • Set objectives • Determine • Material • Discussion format • Group size • Setting

  13. Getting Started • Introduce the topic • State the objectives • Create the agenda • Establish ground rules

  14. Creating Safety • Model Mutual Respect • Not essential to control every input • Intervene when necessary

  15. Managing the Group Process • Exhibit enthusiasm • Encourage active participation • Keep group on track • Summarize key ideas periodically • Instructor's primary role is facilitator

  16. Sustaining the Discussion Ask the right questions… • Convergent • Divergent • Open • Probing

  17. Dynamics ofQuestioning • Timing of questions • Maintain eye contact • Controlling excessive talkers • Solicit responses from the non‑talkers

  18. Nonproductive Behaviors • The Rescuer • (Hector) the projector • The Apologizer • The Space cadet • TheWithdrawer • TheMonopolizer

  19. Assessing the Learner • Level of knowledge • Ability to apply knowledge • Problem solving ability • Attitudes

  20. Concluding a Discussion • Summarize key concepts without introducing new material • Provide closure • Stimulate further thought

  21. Group Discussion One • Pick a discussion leader • Pick a card • Lead the discussion!

  22. How did it go? • What did you see happening? • Why? • What could be done differently?

  23. Group Discussion Two • Pick a new discussion leader • Leader picks a new card • Lead the discussion!

  24. How did it go? • What did you see happening? • Why? • What was different?

  25. Take Home Points

  26. What next? • In what situations will you apply this? • How will you succeed in your next discussion?

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