Styles of Teaching Part II Small Groups Teaching скачать в хорошем качестве

Styles of Teaching Part II Small Groups Teaching

Audio presentation prepared by Assistant Professor Dr. Nibras Saleam Al-Ammar Educational lectures for University teaching staff Details: What is small group teaching Role of small group teaching Learning outcomes achieved through small group teaching Techniques used in small group work Implementing small group work Team-based learning (TBL) Implementing of TBL A tutor may facilitate the work of a group or the group may be self-directed. teacher tool kit. Development of social, interpersonal, and communication skills such as listening and debating. The ability of student to work as a member of a team and to recognize the roles of other team members. Doctors need to work effectively as team members and the skill that enable them to do so should not be taken for granted. The ability for students to engage in problem solving, critical thinking, the analysis of a complex issue and refining their understanding. The fostering of skills required by students to cope with uncertainty. This reflects medical practice, where issues are frequently complex and uncertainty not uncommon. Innovative thinking, creativity and the development of new ideas. Deep learning with a more complete understanding of the subject rather than superficial learning where there is an emphasis on memorization. Students reflecting on their own abilities, attitudes, and exploring further the concept of professionalism in medical practice. Students ability to take responsibility for their own learning Teachers may be less experienced in the role of facilitator in the small group setting. As a result, small group work deteriorates into mini-lectures. Small group teaching is considerably more difficult to manage than a lecture as more attention needs to be paid to individual students’ behavior, personalities and difficulties. Diversity in a group promotes varied and interesting opinions, but it also has the potential to create conflict and may interfere with the proper functioning of the group. Teachers may be less experienced in the role of facilitator in the small group setting. As a result, small group work deteriorates into mini-lectures. Small group teaching is considerably more difficult to manage than a lecture as more attention needs to be paid to individual students’ behavior, personalities and difficulties. Diversity in a group promotes varied and interesting opinions, but it also has the potential to create conflict and may interfere with the proper functioning of the group. Support any follow-up actions identified at the group meeting. They may include access to further learning opportunities or communication online between group members. Plan any further small group sessions if required. Complete any student attendance sheets or student evaluation required. Evaluate the small group session, for example through student feedback forms. Reflect on the experience gained by the students and yourself, and consider how the small group session might be improved if it has to be repeated. Team-based learning is an approach to small group work that has been adopted in a number of medical schools and has shown to provide a positive learning experience for students. It is an active learning and small group instructional strategy that provide students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork and immediate feedback (Parmelee et al, 2012). TBL can be used with large groups of students divided into multiple small groups directed by one teacher. Students’ preparatory work prior to the session includes readings, videos, lectures and other learning activities. At the start of the session students are assessed individually using a set of MCQs- the ‘Individual Readiness Assurance Test’ (iRAT). The students are divided into teams in the classroom or lecture theatre and, following a discussion, answer the same iRAT questions and then receive immediate feedback on the team answer- The Team Readiness Assurance Test’ (iRAT). The teacher clarifies the concepts relating to questions where students had difficulties. Students, working in the same team, are presented with a practical scenario or problem to which they have to provide answers. The teams display their answers to the whole class and the teacher and justify their responses-Team Application (tAPP). The teacher facilitates discussion about the answers and a team can challenge an answer designated to be ‘best’- the appeal.