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Theory, principles and advantages of small
group learning.
Variety of ways of grouping learners.
Planning for small groups, incorporating
some differentiated learning techniques.
Managing the small group learning process.
Using small group learning to develop
generic skills such as problem solving and
interpersonal communication.
Tasks appropriate to the small group format.
Small group learning is a useful educational approach. The group
work has to be carefully planned and frequently requires a
facilitator to ensure group progress. In addition the group function
and the learning that takes place needs to be assessed and
evaluated. The material learned is just as important as the group's
ability to achieve a common goal. Facilitatory skills are important
and require the teacher to ensure that both the task is achieved and
the group functioning is maintained.
Small group learning allows students to develop problem solving,
interpersonal, presentational and communication skills, all
beneficial to life outside the classroom. These generic skills are
difficult to develop in isolation and require feedback and interaction
with other individuals.
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Küçük grup çalışması yararlı bir eğitim yaklaşımıdır. Gruplar dikkatli
bir şekilde planlanmalı dır. Bu tür çalışmalarda grubun gelişimini
takip edecek bir eğitmene ihtiyaç vardır. Bunun yanı sıra, grubun nasıl
işlediği ve öğrenmenin ne derece gerçekleştiği de test edilmeli ve
değerlendirilmelidir. Öğrenilen materyal grubun ortak bir hedefe
ulaşabilme becerisi kadar önemlidir. öğrencilere verilen çalışmanın
başarılı bir şekilde tamamlanması ve grubun bu başarıya ulaşmada
ortak hareket edebilmesi için öğretmen tam bir yönlendirici olarak
çalışmalıdır.
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Küçük gruplarda öğrenme öğrencilerin, sınıf dışındaki yaşamlarında
da gereken problem çözme , kişilerarası etkileşin ve iletişimsel
becerilerini geliştirir. Bu becerilerin yaşamdan soyutlanarak
kazanılması mümkün değildir. Grup içinde diğerleriyle etkileşim ve
onlardan alınan geribildirimler sayesinde geliştirilebilir.
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Integrated learning
Collaborative learning
Self-directed learning
Holistic approach
Active learning
Differentiated learning
Lifelong learning
http://www.triptico.co.uk
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Organizing groups based on ability
levels should be done sparingly.
Learning groups should be rather
small in size.
Small group learning should be used
consistently and systemically, but
should not be overused.
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Use a variety of criteria to group
students.
Use informal, formal and base
groups.
Keep the groups to a manageable
size.
Combine cooperative learning with
other classroom structures.
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Positive interdependence
Face-to-face interaction
Individual and group
accountability
Interpersonal skills
Group Processing
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ensure knowledge/understanding of a topic
raise awareness of beliefs and views
increase ability to problem solve and reason
enhance empathy and sensitivity towards
peers
To increase responsibility for learning
To develop interpersonal skills
To develop team working skills
To develop practical skills.
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To ensure that a group functions effectively
the facilitator must observe what is
happening.
Are all group members participating; who
isn’t ?
Is anyone dominating?
Is anyone undermining the group process?
Who holds the power?
The facilitator must also ensure that the group
 completes the tasks set for them
 achieves the stated outcomes for the lesson.
 remain focused on the task.
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explain the task
question understanding
keep time
clarify and summarise progress
close the session.
provide appropriate stimulus material and
resource
material so that the group can achieve the task(s)
set.
•Management of group dynamics
•Management of specific types of student
behaviour
 1. The dominant students
 1a. The dominant disruptive students
 1b. The highly enthusiastic dominant
students
 2. The passive students
 2a. The disinterested students
 2b. The quiet students who work by
themselves
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The allocation of expert roles to students
Spontaneously allocating leadership roles to
students
Clear introductions that highlight relevance
to practice
Pairing students with complementary
strengths
Allocating time for reflection
Modelling of effective learning behaviour
Speaking to students individually
• Student ownership of learning activities
• Understanding relevance & significance (of
both content & process)
• Developing specific interactional skills
• Small group learning allows individuals to
question and challenge assumptions and to
develop a deeper understanding of a topic.
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Overall: creating a stimulating & enjoyable
learning environment that is perceived by
students as beneficial for their future
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