Small Group Learning

Small Groups can be used for many purposes in the classroom and when implemented well can help students retain information longer and achieve higher learning.  The roles required for a small group activity should be determined by the instructor based upon the stated objectives, the number of leadership roles needed, and the number of participants assigned to each group. Some groups are short-term, such as a day in the classroom and others may be repetitive and long-term.  This tool focuses on establishing small groups for both short and long-term use.  Please search or refer to the following small group tool for steps and manipulatives.

 

SHORT-TERM SMALL GROUP RESOURCES

Using a three-step process, in ten minutes or less, Instructor and Alexa will guide students to divide into small groups and draw their individual small group roles using the draw cards and envelope provided.  Next, the new Facilitator will be directed to recap the group’s purpose using one sentence goals and review the individual roles and responsibilities (Figure 1).  Last, if directed, small group members will quickly review the ground rules for small group discussion and behavior (Figure 2).

Short Term Small Groups - For access to the resources for Small Groups - Leadership Draw Cards, Draw Container, Facilitator’s 10 Minute Prep Steps, Leadership Role Strips, and a Ground Rules List, insert SMGR-1 in the large Search Bar.

 

LONG-TERM SMALL GROUP RESOURCES

Instructor and Alexa will guide students to divide into long-small groups and draw their individual small group roles using the draw cards and envelope provided.  Next, the new Facilitator will be directed to recap the group’s purpose using the Facilitator Guide and distribute and review the Individual Role Guides and Resources, if available.  (Figure 1).  Last, if directed, small group members will review and establish the ground rules for small group discussion and behavior (Figure 2).

Long-Term Small Groups - For access to additional resources for Long-Term Small Groups - Facilitator Guide and the Leadership Role Guides, insert SMGR-2 in the large Search Bar.)

Another learning tool available to long-term small groups are Individual and Small Group Leadership Quotients.  Students are assessed on their leadership qualities, such as listening and responding, providing constructive criticism, blending, crediting others, asking questions, acknowledging feelings, demonstrating initiative, possessing a positive, creative attitude, and adhering to established timeframes. (Figure 3).  A Summative Small Group Leadership Quotient can be determined and used for small group leadership training purposes.

Long-Term Small Groups - For access to Leadership Quotients for Long-Term Small Groups - insert SMGR-3 in the large Search Bar.)

(Figure 1)

TEN-MINUTE SMALL GROUP FORMATION STEPS

To use small groups in the classroom, Learning Connect uses a three-step process, in ten-minutes or less: Instructor and Alexa will divide the class into small groups. Instructor and Alexa will have each member draw their small group roles, using the draw cards and envelope provided. Roles - Facilitator, Timekeeper or Participant - Recorder, Reporter or Clarifier. If directed, small group members will review their roles using the Leadership Role Strips. The strips are just cut with scissors and quickly distributed.   Then, the Facilitator will have students review the ground rules for small group discussion and behavior. (For long-term small groups, each ground rules will be assessed, and more discussion rules added by consensus of the group.)  Next, the New Facilitator will start the small group tasks by having the small group complete ONE SENTENCE GOALS, such as: “The purpose of this small group is to: (one sentence).” “We are expected to accomplish the following: (one sentence).” “Given our goal, we want to leave here today with: (one sentence).”

(Figure 2)

SMALL GROUP BEHAVIOR GROUND RULES

1. There are no dumb ideas.  One idea can spark another. 2. Be open to other’s experiences, opinions, and logic. 3. No debating, put downs or criticism of ideas. 4. No individual/group blaming. 5. Use “I” instead of “You” statements to express differences. 6. Always actively seek agreement by exploring common ground. 7. No monopolizing time. 8. No Interrupting. 9. No distractions. 10. Generate as many thoughts as possible. 11. Be creative as possible. 12. Build and expand on the thoughts of others. 13. Keep idea brief. Non-Negotiable Ground Rules 1.   Confidentiality, where applicable 2.   Establish Time Limits

(Figure 3)

Instructor Note:  Please refer to the leadership documents within the accompanying instructional tool to be ready for copy.  These copies are for reference only and have reduced font.