Topic Seven: Facilitating active learning with small-group discussion
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the role of the facilitator in small-group discussion
2. Demonstrate the role of facilitator during whole-group discussion
3. Differentiate the guidelines for small-group discussion from whole-group discussion
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the role of the facilitator in small-group discussion
2. Demonstrate the role of facilitator during whole-group discussion
3. Differentiate the guidelines for small-group discussion from whole-group discussion
Conceptual Framework: The Value of Group Discussion
Research indicates that discussion of a topic elicits more critical thinking and reflection on the part of the learner than listening to a lecture. The social experience of active participation in group discussion provides for better retention of the concepts discussed than exposure to the same material by just listening to a lecture. The effective facilitation of discussion groups enhances the learning of the individuals that are actively participating in the group. Probably the most valuable reason for nurturing group learning activities is that group discussions with clear ground rules for respectfully responding to the opinion of others are a fertile training ground for practicing the skill of active listening. The opportunity to practice the skill of confrontation and disagreement without being rude to others is a valuable skill to master.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
Research indicates that discussion of a topic elicits more critical thinking and reflection on the part of the learner than listening to a lecture. The social experience of active participation in group discussion provides for better retention of the concepts discussed than exposure to the same material by just listening to a lecture. The effective facilitation of discussion groups enhances the learning of the individuals that are actively participating in the group. Probably the most valuable reason for nurturing group learning activities is that group discussions with clear ground rules for respectfully responding to the opinion of others are a fertile training ground for practicing the skill of active listening. The opportunity to practice the skill of confrontation and disagreement without being rude to others is a valuable skill to master.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
Example
An example of an attempt to engage learners in group discussion that will not result in full participation
The photo, above, provides an example of a group arrangement that is not conducive to active participation in a group experience. It is not possible for 24 people to actively participate in a group experience with equal involvement. The size of the group is not conducive to equal engagement by all members of the group.
An example of an attempt to engage learners in group discussion that will not result in full participation
The photo, above, provides an example of a group arrangement that is not conducive to active participation in a group experience. It is not possible for 24 people to actively participate in a group experience with equal involvement. The size of the group is not conducive to equal engagement by all members of the group.
Suggestions for stimulating active involvement in a group learning experience
To encourage individuals within a group to accept responsibility for being actively engaged in the group activity it is important to limit the size of the group to from 2-5 individuals. Any more than five people in a group will tend to result in individuals that do not actively participate. Even with five individuals, if the topic is not well-defined, one or two members might take a "back seat" and not fully engage in the discussion. The individuals that are more actively engaged in the discussion are the individuals that will have a greater chance of retaining long-term memory of the insights learned.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
To encourage individuals within a group to accept responsibility for being actively engaged in the group activity it is important to limit the size of the group to from 2-5 individuals. Any more than five people in a group will tend to result in individuals that do not actively participate. Even with five individuals, if the topic is not well-defined, one or two members might take a "back seat" and not fully engage in the discussion. The individuals that are more actively engaged in the discussion are the individuals that will have a greater chance of retaining long-term memory of the insights learned.
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
Self- Assessment
1. When you were in school, did you participate in group discussions. What was the experience like?
2. Identify the behaviors that you find most uncomfortable dealing with when you are required to participate in a discussion.
3. Give an example of a time when you learned from others in a group experience.
1. When you were in school, did you participate in group discussions. What was the experience like?
2. Identify the behaviors that you find most uncomfortable dealing with when you are required to participate in a discussion.
3. Give an example of a time when you learned from others in a group experience.