SGD is a teaching-learning activity that allows for constructive alignment of the desired learning outcomes. Careful planning & supervision is key to successful SGDs The teachers role is to provide structure to the activity & the environment.
1.Develop their understanding of the subject by drawing on their prior knowledge and experiences.
2.Explore diverse perspectives. 3.Work together, share ideas and reach group consensus 4.Practice generating their own ideas 5.Become conscious of their own thinking process, monitor and evaluate their approaches to learning 6.Develop communication skills 7.Develop attitudes by questioning their own 8.Develop sense of ownership and responsibility for their own learning 9.Develop sense of group identity 10.Grapple with new ideas and try to understand them.
structuring the learning activity and the learning environment for maximum interaction facilitate and stimulate preparing the learners to ensure they are ready to engage in SGD
Ensure prior learning Preparing students for reflective thinking Whole-class discussions
Clear focus on learning Preparation of and by the learners Clear set of guidelines for learners Careful management of the learning environment Direction by the teacher Willingness in participation of all learners Structured process for bringing learning to a logical conclusion
Students ability to learn in this kind of environment Acceptance of membership into the group Lack of prior knowledge & preparation Variety of pace of learning among group members Discussion of irrelevant issues Restrictive structure Increased time for preparation Physical arrangement Dominated by talkative students
Buzz groups
Phillips 66
Snowball
Brainstorming
to ensure/increase students participation
to test students understanding of a topic
to get students feedback
to break long lectures
1.Start of a lecture To assess what students know about a topic 2.Middle/end of a lecture To break a lecture minimize monotony, increase student participation To discuss any problems with understanding the topic To answer a related question To assess what students know about a succeeding topic To make students guess where the proceedings are leading to
strategy that creates several small groups of two to six people that discuss a specific topic in an informal way
Advantage of Buzz Groups Flexible Can be used on a wide range of students class size Few restrictions on physical set-up of typical classrooms How to conduct buzz groups activity? can be done by simply telling the audience to turn their seats and face their neighbor and start a discussion
A variation of the buzz groups
Name comes from the inventor of this technique, J. Donald Phillips
Groups of 6 members each discuss an assigned topic for 6 minutes.
Divide the audience into groups of 6 members each. A member is assigned to report the outcome of the group to the whole class. A format for reporting the outcome is provided. Groups discuss assigned topic for 6 minutes duration. All groups present their results which will then be incorporated into a single report. Size and duration of each session can be adjusted, instead of 6 members discussing for 6 minutes. One can also combine the groups first and let them share information before reporting to the bigger group.
can also be considered as an extension of buzz groups strategy
described as a technique where there is a progression of discussion sessions where in each successive session, the groups size is increased by joining two groups together
Discussion starts where each class member is paired with another. Each pair is given a period of time to discuss a topic or problem. After the time given is up, each pair then joins with another pair to form a group of four which then continues the discussion on the topic or problem for a given period of time. Again, after the time for discussion is finished, each group of four members joins with another group of four to create a group of eight. This larger group again is given a specified period of time to discuss the assigned topic or problem.
Greater participation of members under snowball strategy is ensured when the groups are small, especially when members are first asked to write down their ideas before sharing them.
Students can afford to think over their ideas for themselves before bringing these to the bigger group.
a strategy where participants freely contribute their ideas on a certain subject or topic
used to solicit students understanding of topic.
The teacher invites the whole group to give answers to a question or problem. He/she writes all the answers given without commenting on a board or overhead. After a short period provided for the discussion or when participants have exhausted all answers, the teacher reviews with the group the list of answers.
Verbal explanation plus live display using apparatus/models=DEMONSTRATION =Teaching model designed to promote learning of procedural knowledge needed to perform simple and complex skills for declarative knowledge that is well structured and can be taught in a step by step fashion.
Student Centered but Teacher Directed
Constructive Alignment
Learning outcomes must be measurable
TRADITIONAL TEACHING PROCESS
Preparation Presentation Application Review and Evaluation
1.Pre-instructional tasks Careful preparation of Objectives Performing Task Analysis Designing the Learning Environment Doing a dry run prior to actual demonstration