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

Teaching and learning in small groups
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With the rapid growth in e-learning and blended learning approaches questions about
facilitating groups in this relatively new environment have become very pressing (see
Chapter 7). Jaques and Salmon (2006) offer excellent advice.
Interrogating practice
What particular problems do you think the e-learning environment poses
for facilitating groups? In what ways do/might you monitor student interaction
in electronic environments?
PLANNING
Successful small group teaching and learning does not happen by chance. Planning for
effective small group teaching is as important as planning any other teaching activity. This
point sometimes goes unrecognised because learning in small groups can at first glance
appear unstructured. Some lecturers are put off by the seemingly informal, loose or openended
nature of small group learning. Others fear this informality will be a recipe for
chaos or that the group will develop into a therapy session. All types of teaching must be
planned as part of a coherent package, with appropriate use of different methods within
each component.
This appearance of informality is deceptive. Behind the facade of the informal group
lies a backdrop in which all the learners are playing within a known set of rules which
are spoken or unspoken. In other words, the creative flow of ideas is possible precisely
because the lecturer or leader has a clear framework, deliberately planned to meet the
objectives of the session. Within this framework, students feel sufficiently safe to develop
their ideas. Equally important, staff feel safe to try out and practise the skills of small
group teaching.
Planning for small group teaching may take many forms. It will have much in common
with features of planning for any learning occasion. Typically the teacher might consider
the intended learning outcomes, selection of a suitable type of small group teaching
method and learner activity.
Beyond these general features the session plan will be dependent upon the requirements
of specific disciplines, the culture of the institution, the overall context of the
programme or module and the particular learning needs and prior knowledge of
the students.
Whatever form the plan takes, it is critical that precise intentions for small group work
are outlined. It is salutary to ask often whether what is being aimed at, and undertaken
in small groups, is qualitatively different from that in other delivery modes. The gains for
the students should justify the extra costs incurred. In short, the aims and content of the
teaching session should dictate and justify the means.