Module 9: Learning in Small Groups

Basic considerations:

• When utilizing small groups for learning, make sure the educational goal is clear by specifying assignments, setting ground rules, and letting students know the amount of time that is expected to be spent on tasks.
  
  
• Generally, the faculty tutor assumes a passive role, facilitating only when the group has wandered off course or to assist with over-participation or under-participation by group members.
  
  
• It is generally a good idea to begin with groups by identifying members of the group to serve in roles that will help keep the group moving in the right direction. For example, students may take turns serving as leader/chair/quarterback and be responsible for keeping the group discussion progressing and focused. Another student may serve as recorder/scribe, and be responsible for taking notes or writing down group ideas or questions that come up. Other students may serve in roles as identified by the group as useful to the group learning process.
  
  
• Another important consideration when using small group learning is group size. There is no magical number that determines if a group will succeed or fail. Keep in mind, however, that small groups are intended to encourage every member to speak up. A group that is more than nine people is getting a little large to still be considered a “small” group.
  
  
• Of course another monumental consideration is group dynamics. Ideally when members of a group bring together different personalities, interests, and learning styles there is an opportunity for the best in each individual student to emerge. Group dynamics is a topic that will be addressed more fully later in this module.
  
  
• It is a good idea to change group composition frequently enough that students of different backgrounds, academic achievement levels, and social skills learn to work together.
  
  
• Promote group responsibility by holding groups accountable for completing specific tasks during sessions together. Small group tasks should include assignments that require students to read, write, reflect, present, report, or demonstrate what they have learned.
  
  

Have you ever been in a small group situation where one person dominated the conversation? Or have you ever been in a group where some individuals remained silent? What can be done to handle those uncomfortable situations?