FACILITATING SMALL GROUPS
Steve Davis, PhD
CBL Resources
OBJECTIVES & OVERVIEW
• Review FACILITATOR Experiences
– Your experience
• Identify Theories Behind CBL
– Name and explain basic theories
• Matching game
• Explore FACILITATOR Connoisseurship &
Resources
– Self Assessment
• Self Assessment debrief and resources
OBJECTIVES & OVERVIEW
• Review FACILITATOR Experiences
– Your experience
• Identify Theories Behind CBL
– Name and explain basic theories
• Matching game
• Explore FACILITATOR Connoisseurship &
Resources
– Self Assessment
• Self Assessment debrief and resources
Review FACILITATOR Experience
• Please write about your experience with small
group facilitation:
– What did you like about it?
__________________________________________
__________________________________________
– What did’t like about it?
__________________________________________
__________________________________________
Facilitator Power?!?
OBJECTIVES & OVERVIEW
• Review Some FACILITATOR Realities
– Your experience
• Identify Theories Behind CBL
– Name and explain basic theories
• Matching game
• Explore FACILITATOR Connoisseurship &
Resources
– Self Assessment
• Self Assessment debrief and resources
Some Theories Behind CBL
• Practice the way we play (Fidelity)
• Brain works (Encoding)
– Summary of Short & Long Term Memory
• Source: John Medina “Brain Rules”
• Some Theories
– Matching
• The Core Competencies
– What Makes a Competent Doctor
CBL Related Learning Theories
1. Form groups of two
2. Review and Match
Models to their
description
3. Relate how CBL
fosters over lecture
Source: Applying Ed Theory to Practice, MBJ, Jan 25, 2003; 326(7382): 213-216
Faculty Role Changes:
From Lecturer to Facilitator
•
teachers' and students' learning--no longer disseminators, trusting students, guiding through
questioning, and feedback;
•
teachers and content--cover everything verses let them choose what they need, realize a rich
network of connections among ideas facilitates understanding and remembering;
•
teacher and student--partner with students in learning, loosen control of content and process of
learning, students learn to ask questions and provide extended explanations;
•
student to student--students actively engaged with one another, characterized by cooperation
rather than competition;
•
teacher to group--attentive to the needs and health of the group...fostering a cooperative spirit;
•
teacher and self--self-awareness through thought-provoking questions and managing participation,
reflective; and
•
teacher and other teachers--collaboration, vulnerability, modelling of the process of self-directed
learning.
Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)
Facilitator Expertise
• Facilitator’ing
– Small Group Expertise
• Question Asking Expertise
• Evaluation and Feedback Expertise
• Observation, Listening, Documentation
• Case
• Content
– Assets
- Liabilities
Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)
OBJECTIVES & OVERVIEW
• Review Some FACILITATOR Realities
– Your experience
• Identify Theories Behind CBL
– Name and explain basic theories
• Matching game
• Explore FACILITATOR Connoisseurship &
Resources
– Self Assessment and resources
Connoisseurship
con·nois·seur
• noun 1. a person who is especially competent
to pass critical judgments
Source: http://dictionary.reference.com/browse/connoisseurship
Multiple Facilitator Roles
Table 5
The Multiple Roles of a Facilitator Within PBL Context
Advisor
Advocate
Administrator
Assessor
Career counsel
Caring
Challenger
Content consultants
Group leader
Instigator
Learner
Listener
Moderator
Monitor
Problem writer
Resource manager
Resource person
Role model
Sounding board
Stimulator
Supporter
Unit planner
Source: (Davis, Stephen; 1994, The Ohio State University, Dissertation: PROBLEM BASED LEARNING IN MEDICAL EDUCATION: A QUALITATIVE STUDY OF CURRICULUM DESIGN)
Self Assessment and Resources
Self Assessment and Resources
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Facilitator Connoisseurship poster
CPC Facilitator's Handbook
Feedback to Small Group Facilitator: Case Based Learning Small Group Evaluation
Faculty Role Changes: From Lecturer to Facilitator
Small Group Facilitation Skills and Small Group Learning: FSU SGL/CBL Facilitation Resources
Facilitating Small Group Learning: Succinct Handbook
The Tutor's Tasks
Facilitator "Goals/Purposes" of CBL Self-Assessment
Critical Thinking Skills Representative Questions
Small Group Case Considerations Questions
Open ended questions resource sheet
Socratic Questioning
Useful Acronyms for Facilitators and Students
How to Increase Small Group Learning Participation
Wrap Up Ideas
Establishing Ground Rules (suggestions for rules on using technology in the small group classroom)
Facilitator Tips Compilation of tips from facilitator meeting agendas
Aids for Giving and Receiving Feedback (George F.J. Lehner, Ph.D.,
http://www.fhs.mcmaster.ca/facdev/feedbackaid.pdf )
OBJECTIVES & OVERVIEW
• Review FACILITATOR Experiences
– Your experience
• Identify Theories Behind CBL
– Name and explain basic theories
• Matching game
• Explore FACILITATOR Connoisseurship &
Resources
– Self Assessment
• Self Assessment debrief and resources
FACILITATING SMALL GROUPS
Steve Davis, PhD
“From the violent nature of the multiple stab wounds, I’d say the victim was probably a small group facilitator.”
``
Goals/Purposes of CBL Groups:
Overall:
The primary purposes of the small group-learning format are for students to:
•Develop life-long learning skills and enhance medical knowledge by assessing, explaining, discussing, systematic
reasoning and applying medical knowledge in the context of clinical case presentations for integrated learning and
better long-term recall.
•Develop and demonstrate social, interpersonal, communication and collaboration skills that prepare our students to
establish and maintain professional relationships with patients, families, health care team members and a diverse
patient population.
•Develop the skills of critical thinking, research, evaluation (self & others), teaching, giving and receiving feedback,
exploration, and cooperation (team work).
Note: The AOA Core Competencies served as a resource for the wording for these purpose statements.
Specifics: To…
 learn the “language of medicine” (http://www.dmu.edu/medterms/welcome/)
 explore the process of medical reasoning
 begin to develop skill in problem solving
 learn to integrate concepts/principles in basic science, clinical information, ethics, psychosocial, epidemiology, etc
 provide a memorable clinical context for acquiring, retaining and recalling knowledge
 provide a “safe learning environment”
 practice independent learning, self-direction
 experience and acquire collaborative learning skills (sharing info, assessing and utilizing strengths of group)
 learn the skill of teaching others
 understand and value differences
 develop as a professional
 learn and foster learning team / group interaction skills
 learn to help make a group a “learning team” dedicated to maximizing the learning of each individual & group