Using Small Groups Effectively

Teaching and learning in higher education are undergoing considerable change. Central to this change are the pedagogical shifts that continue to transpire within higher education institutions. Specifically, emphases on learning-centered pedagogy have emerged as ways to invite, encourage and engage students in life-long learning.

Active learning, in particular, has become an important focus in this time of pedagogical change. While the term encompasses a broad array of practices, collaborative learning, and in particular, small group work, remains an important element of active learning theory and practice. For additional resources on active learning, contact the CIRT. But, how does one effectively use small groups in the classroom? These tips offer you some suggestions on how to use small groups in order to enhance learning, while employing instructional variety.

Preparing for Small Group Work

Set a clear objective for the small group task. Instructors need a clear sense of what students should learn phrased in a definitive learning objective. Teachers should be able to identify the conceptual understanding, skill, or product that results from small group interaction. To do this, instructors may draft an objective beginning with a stem: "After completing (describe the task), students will be able to . . . . ." For example, "After completing a ten minute small group discussion, students will be able to verbally identify the three main points in pages 1-12 in their textbooks."

Employ an activity related to the objective. Because students learn cognitively, affectively and behaviorally, different objectives lead to different small group engagements. If instructors want students to work with content or ideas, they desire a cognitive outcome. If, on the other hand, instructors want students to emotionally respond to an issue, they have an affective goal. But, if teachers want students to embody particular skills they have a behavioral objective in view. Small group activities, therefore, should harmonize with the outcome teachers have in mind. For example, if teachers want students to enact behaviors, then the small group may rehearse. If teachers want students to explain or apply concepts, the small group might answer a set of questions regarding a case study. Or, if teachers want students to emotionally respond to a film clip, they may be asked to share their feelings in a round-robin fashion in the small group and chart the similarities and differences of the affective responses voiced in the group.

Structure small group tasks. Teachers also need to clearly structure small group work. While following the first two suggestions above will help teachers to structure small group work, in addition, instructors should consider some other important questions: (1) How much time will I allot to this task? Establishing time parameters for small group work helps students stay on task while also assisting the teacher in classroom time management. (2) What materials, if any, will students need? What materials do I need to provide? (3) What directions will I give to students? Clear, explicit instructions help avoid confusion or uncertainty. When instructors carefully outline and communicate the steps groups need to follow to complete the task, they focus student work and provide a way to assess the value of the assignment.

Implementing the Small Group Task

Assign the task with enthusiasm. Students are more likely to engage a task which they believe the instructor considers enjoyable, engaging or enlightening. Instructors, therefore, should introduce small group work by varying the vocal inflection and increasing vocal volume. Smiles and bodily animation also help students to "catch the spirit." After all the teacher is the thermostat, not the thermometer, of classroom climate!

Monitor small group work. Monitoring small groups is an important motivational tool. Moving among groups as they work, listening in to their discussions, posing questions to help them stay on track and to enhance the quality of their interactions, and providing verbal and nonverbal encouragement, lets the teacher not only check progress, but also monitor individual student effort and whether the allotted time is sufficient for groups to complete the task.

Debrief small group work. Teachers need to reserve class time for groups to explain, enact or demonstrate the outcome of their work, after which teachers need to make clear links to the original learning objective by either directly explaining what students were to learn or by posing carefully phrased questions that lead students to understand and express the desired outcome.

Reward small group work. Students need to know that their effort is valued. Therefore, teachers need to provide verbal and nonverbal feedback in response to small group work. Praise is especially important. Additionally, students must receive points, grades or other tangible results, if small group work is to truly count.

Final Comments

While there are additional reflective steps teachers should take to make small group work even more effective, these six suggestions can assist instructors in using small groups. Such active pedagogy can enliven a class, enhance the social dimension of a class and encourage student responsibility. For additional information on using small group learning, contact the CIRT.

This Teaching Tip was contributed to the CIRT by David Worley, Department of Communication on November 29, 1999.