A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Teaching and learning in small groups
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At the end of the seminar each of the listening groups completes a report which
invites comments on the effectiveness of the presenting group’s management of
the situation and their knowledge of the topic, including their response to
questions. The tutor monitors the proceedings and completes a separate report.
The marks awarded by the students and the tutor are weighted equally in the
final assessment.
(Dr Desmond Hunter, Module Tutor, University of Ulster)
SKILLS FOR EFFECTIVE SMALL GROUP TEACHING
Among important skills for teachers, those of listening, asking and answering questions
and responding are paramount in small group settings.
Questioning
The skills of asking and answering questions are not as simple as they might appear.
Many general teaching and social skills communication texts deal with the skill of
questioning (see e.g. Brown and Atkins, 1988). Good questioning techniques require
continuing preparation, practice and reflection by students and teachers alike. Preparation
of a repertoire of questions in advance will allow the teacher to work effectively and
flexibly in the small group. Similarly, student-to-student interactions in groups is
enhanced if students prepare questions at the outset or end of a class. The confidence of
students is often boosted through preparation of content in the form of key and incisive
questions on a topic.
The type of question asked is also linked to promoting or inhibiting learning. Questions
may be categorised in different ways, such as:
Open
Closed
Broad Reflective Narrow Recall
Clear Probing Confused Superficial
Simple Divergent Complex Convergent
Interrogating practice
How do you usually ask questions? Look at the list and see which categories
your questions usually fit into.
Make a list of probing questions relevant to an important concept in your
subject.