UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
Small Group Facilitation: Why and How?
I. What advantages does teaching/learning in a small group offer?
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SG discussions can foster higher-level cognitive skills, promote greater
retention and transfer of knowledge by allowing learners to:
o Construct knowledge by connecting new information to what they already
know
o Be actively involved in learning activities that are motivating and cause
them to struggle with learning
o Practice applying their ideas in different contexts
o Provide opportunities for learners to clarify, refine, and present their ideas
o Apply concepts and practice skills
SGs promote teamwork rather than competition (obviously important to learners
as future health care providers)
SGs can increase motivation by promoting learner participation/involvement
SGs can facilitate changes in attitudes due to the input of group members with
different perspectives (difficult to foster attitude change using lectures alone!)
SGs allow teachers to diagnose gaps in learning, and provide helpful feedback
II. What are some challenges in teaching/learning in a small group?
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Teaching using SGs is inherently more ‘costly’ in terms of time and people power
Determination of amount and level of content to be covered
Quality of teaching can be inconsistent
Group dynamics can be a challenge to manage
Can’t guarantee consistency in learning
Time management
III. Small group learning is MOST effective when:
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The expectations are clear and the group engages in determining whether
expectations are being met
The environment is collaborative and ‘safe’
Learners are actively engaged
Content is covered in a timely manner
Content is at appropriate level and builds on prior knowledge
IV. Tips for effective facilitation in each of the above areas:
1. Establishing expectations
 In your first session:
o Explain the purpose of the group, your role and expectations of learners, elicit
their expectations (can accomplish all of these things with a carefully planned
introduction)
o Discuss and agree on “ground rules” – examples:
 Every member of the group is responsible for making sure the group
works
 Everyone should listen carefully to others
 No one is allowed to dominate the conversation
 Anyone can call for help from others in the group
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
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 Rotate roles among learners (time keeper, scribe, etc)
In every session:
o Identify specific learning objectives and desired outcomes – content and
process
o Close with a check in “How did things go today? How can we do better next
time?”
2. Promotion of a collaborative and ‘safe’ learning environment
 Show interest in the learners
 Use effective interpersonal skills (eye contact, kindness, courtesy, respect)
 Demonstrate that all opinions and ideas are valued, even if not correct; thank
them for their contributions
 Provide non-judgmental, specific feedback
 When a difficulty is encountered, help the group be aware of what it is doing or
not doing by voicing your observations (“This side of the room seems quiet
today;” “I’m noticing that there are only a couple of learners doing the talking;”
“How are people feeling?”)
 Don’t jump to conclusions about learners’ behaviors or actions – consider
formulating a differential diagnosis and approach student in a neutral manner
 Be respectful of different cultural, ethnic and gender sensitivities.
3. Active engagement of all learners
 Set context (why is this content important?) and activate prior knowledge; ideal to
do this in the introduction
 Be enthusiastic about the content and about the learning process
 Encourage all learners to get involved and take different roles
o Pre-determine learner roles, pre-assign tasks, break into smaller groups
 Ask learners to define terminology, use the board, answer each others’ questions
 Explain difficult concepts only after learners have struggled with them first
 Don’t respond immediately to questions! – allow 3-5 seconds then:
o Ask what s/he thinks
o Ask if anyone else can answer
o Ask if anyone else can find the answer (can it be looked up?)
o Answer the question after all other avenues are exhausted
 Use non-verbal cues to encourage participation (e.g. maintain eye contact, smile
and nod expectantly)
4. Cover the content (in a timely manner)
 Be prepared, both in terms of the content and discussion logistics
o Identify the learning objectives for each group, if they are not already
provided (What do you want the learners to be able to do?)
o Determine the amount of material that can reasonably be discussed in
allotted time, provide a time line to the learners
 Periodically summarize or ask a learner to do so
 Be honest if you can’t answer the question; you will find out and answer later.
 Keep the discussion focused: relate details to the larger picture; some details
may need to be ignored in order to meet the stated objectives (“This is a really
interesting question, but I want to be sure we complete our objectives. Do you
think further discussion will be useful?”)
 Help the group re-focus (“What do we need to know to go forward?”)
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
5. Tips for Managing Group Dynamics
 Leaders should be AWARE of their group’s dynamics and to be prepared to
manage them appropriately, jumping in if necessary so the group’s learning is not
impeded.
(a) Engaging quiet students to participate:
 Identify if student is quiet because they are shy, vs. if they are
unprepared, confused by the material, or aloof and uninterested.
 Encourage their participation in a non-threatening manner; avoid singling
them out, cold-calling on them to answer a specific question or putting
them on the spot.
 Ask them to read a case or question out loud.
 Ask if those who have not yet contributed have anything to add to the
discussion.
 Give them a lead: “Do you agree?” “How would this fit with your own
experience?”
 When they do contribute, reinforce and support it.
 Break class into smaller groups of 3-4 that require participation of all, and
may allow quiet students to feel more comfortable contributing.
(b) Responding to students who dominate the discussion:
 Open up discussion to larger group, e.g. “That’s an interesting point, what
do others in the group think?”
 Use non-verbal cues to invite others to participate in discussion, avoid
eye contact with monopolizer and look to others to contribute.
 Redirect comments and questions from monopolizers to others in the
group, avoid ‘one-on-one’ conversations with monopolizer.
 Meet privately with monopolizer, acknowledge their contributions and ask
for their help in encouraging others to participate.
(c) Dealing with tangents:
 Defer to later, e.g. “That’s an interesting point, but it’s out of scope of
today’s topic. Let’s keep focused on the topic at hand, and if time permits
we’ll come back to that later.”
 Make a connection back to the main topic.
 Ask for clarification; politely ask relevance to current case/topic.
(d) Managing misinformed and/or headstrong students:
 Clarify misconceptions for entire group; prevent misinformation from
being perpetuated.
 Put viewpoint out to entire group - let other students straighten them out.
 Acknowledge that it’s OK to have varying viewpoints, and that it’s
important to examine issues openly.
 Tell them time is short, you’ll be glad to discuss later; ask them to accept
group viewpoint for the moment.
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
V. Why things go wrong
 Goals unclear
 Process unclear
 Lack of preparation by learners or facilitator
 Facilitator lectures
 Learners do not participate
 Talk dominated by 1-2 learners
 Facilitator ignores emotions expressed by learners
 Discussion is too unfocused
 Too many questions asked at once
 Facilitator too critical of learner contributions
 Facilitator’s questions too difficult or vague (“Guess what I’m thinking?”)
 Facilitator answers questions immediately
 Facilitator’s tone is threatening or demeaning
 Facilitator does not confirm correct answer and learners leave confused
 Content not at appropriate level (too advanced, too easy)
VI. Basic Format of SG Discussion & Role of Facilitator
 Opening the discussion: Introduction, Welcome, Preview, Context
 Keeping the discussion moving and on target, keeping learners involved
 Summarizing and concluding a discussion, bridging to larger course
Handout created by Tracy B. Fulton, PhD, Department of Biochemistry and Biophysics; with modifications by
Katherine Hyland, PhD, Department of Biochemistry and Biophysics; and Marieke Kruidering-Hall, PhD,
Department of Cellular & Molecular Pharmacology.
Acknowledgments
Some information adapted from workshops/presentations by Dr. David Irby and Dr. Jessica Muller
(University of California, SF), and Dr. Carol Kamin (University of Colorado).
Video clips produced by Christian Burke, Tracy Fulton, PhD, Katherine Hyland, PhD, Marieke KruideringHall, PhD, and Susan Masters, PhD, and UCSF medical students; funded by an Innovations Grant from the
UCSF Haile T. Debas Academy of Medical Educators.
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
Small Group Facilitator Observation Form
Small Group Facilitator’s Name:____________________________________________
Date:_____________ Course:_________________________________________________
Describe specific observations for each element of the discussion.
INTRODUCTION
1. Introduced topic, offered rationale
for learning content.
NOTES
2. Stated objectives, provided preview
of session content and process.
3. Established climate for learning and
expectations for participation.
GUIDING THE DISCUSSION AND
LEADERSHIP DYNAMICS
1. Facilitated focused discussion
without dominating.
NOTES
2. Encouraged active and balanced
participation.
3. Maintained control of session and
managed time appropriately.
4. Exhibited enthusiasm and stimulated
interest in content.
5. Exhibited effective interpersonal
skills: (eye contact, voice, tactful)
6. Well prepared, knowledgeable,
provided clear explanations as
necessary.
1.
2.
CONCLUSION
Summarized key points and
provided closure.
NOTES
Bridged to larger course or next
small group session.
5
UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
STRENGTHS
RECOMMENDATIONS
Adapted from Muller, J and Irby, D. “Practical Teaching: How to lead effective group discussions.” The
Clinical Teacher 2005; 2(1): 10–15.
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
(Handout 5)
Sample “Case” for Break-Out Group Discussion
Part 1: Small group discussion with assigned roles
Instructions
 One group member plays the role of small group facilitator
 One (or more) group member(s) act out an assigned challenging behavior(s)
 The other group members are cooperative and engaged participants
 The facilitator leads the group in a 20-minute discussion based on the case
below
 Following a discussion of the “case”, the workshop leader facilitates a discussion
on group dynamics, and potential solutions to challenges encountered
Case
You are hosting a holiday dinner, which has special meaning to you because it has been
5 years since your last round of chemotherapy for leukemia and you are currently cancer
free. Your sister, Angela, and her husband, Tom, are flying in from Australia, and your
daughter, Brook, is bringing her friend Beni from college. Beni is originally from Ethiopia
and is interested in American customs. You are excited and want to make a special
feast.
A. Describe the steps you will take to organize this event.
B. What food will you prepare? Name a main dish and six additional dishes that the
entire group agrees upon. (Note: There is no single correct answer but all group
members have to agree on all the dishes.)
C. If culturally sensitive topics generate a heated discussion between guests, how
would you handle the situation?
Part 2: Discussion of individual challenges and solutions
Instructions
 Each group member identifies a challenge they have encountered in their own
experience with small group teaching
 The group can either pick one challenge and brainstorm solutions, or can briefly
address each of the challenges presented
 The leader facilitates the discussion and keeps notes on flip chart for report back
to the large group.
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UCISOM-Small Group Workshop Handout-6-2014
Derived from UCSF MedEdPortal Publication 5103
(Handout 6)
Small Group Facilitation Workshop Evaluation
Using a scale of 1-5, where 1 = poor and 5 = excellent, please put an “X” in the appropriate box to the
right of each statement.
3.
Usefulness of written materials
4.
Usefulness of video clips as springboard for discussion
5.
Overall quality of teaching in large group by XXX*
6.
Overall quality of teaching in small group by XXX*
(for long workshop only)
7. Overall quality of teaching in small group by XXX*
(for long workshop only)
8. Overall quality of teaching in small group by XXX*
(for long workshop only)
9.
Overall quality of the complete training session
* List workshop instructor names
GENERAL COMMENTS: Please use the space below to provide constructive feedback on
how we can improve this training session.
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Excellent=5
Clarity of objectives
Very good=4
2.
Good=3
Advance communication
Fair=2
1.
Poor=1
Please rate the following aspects of this workshop