Overview

Small group learning provides several key benefits:

  • Greater opportunity for active learning techniques to be used
  • Promotes interaction among learners
  • Learners build a shared understanding of the material
  • Venue for learners to practice communication and team-based skills

In addition to these benefits, small group activities utilizing active learning strategies lead to higher knowledge retention and student satisfaction.

Small Groups

"None of us is as smart as all of us." - Ken Blanchard

Key Learning Points

  1. Learning in small groups provides an opportunity to use active learning techniques, which promote student engagement and retention.
  2. Effective small group activities require planning, including providing clear instructions and allotting sufficient time for review and feedback.
  3. Circulate around the room and be aware of group dynamics. Use verbal or nonverbal cues to encourage participation and attentiveness.
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Guiding Principles

Small group activities provide the opportunity for learners to engage deeply in the material. Effective small group learning requires planning, from providing clear instructions to adequately summarizing discussions to highlight key points.

Select an Appropriate Activity

The best activities for small group learning allow students to apply knowledge they've gained in other venues. Understand prior knowledge of learners by familiarizing yourself with relevant course material presented before your activity. Design the activity to produce concrete, written results learners can reference after the session.

Assigning Groups

A group size of four to five students is optimal. When learners know each other, group self-selection is often appropriate for informal, one-time small group activities. If you want to assign groups randomly, consider counting off or making groups using the first letter of last names.

Provide Clear Instructions

Be explicit about your expectations for the activity. Outline what students should accomplish, how much time they have, and how you plan to signal the conclusion of small group work.

Clear Instruction Example

Video: Emily Joachim, MD, gives an example of providing clear instructions for a small group task focused on the assessment of a delirious patient, both through verbal instruction and referencing a worksheet.

In this video, Matt Brunner, MD, Hematology, Medical Oncology and Palliative Care, shows another example of transitioning to a small group activity. This educator is clear about the time limit and how he plans to elicit responses from the audience.

Guide the Discussion

Circulate around the room, making yourself available as a resource to groups. Take note of any challenging points and address them in your summary of the activity.

Be Aware of Group Dynamics

While planning your small group activity ahead of time should limit these problems, consider the following techniques for promoting engagement and attentiveness among groups of learners.

  1. The silent group: Point out the next step or challenge them with additional questions to get them back on task.
  2. The wandering group: Stand near the group - when they know the instructor is listening, it will encourage them to return to the task!
  3. The group that finishes quickly: Anticipate a group may complete the activity quickly. Plan for additional challenges or variations on the task to promote continued conversation.
  4. The monopolizer: Occasionally, there is a learner who dominates the conversation. Consider a non-threatening approach to redirecting the conversation, such as avoiding eye contact, or stating, “Thank you for your contributions. I would like to hear from someone else.”
  5. The unengaged participant: If a learner is not engaged in the activity, consider asking them a question directly to promote participation. Don’t mistake silence for lack of engagement - often, learners may not be speaking but assert their engagement through nodding or eye contact.

Concluding the Activity

Signal to the group that the allotted time is complete. Consider a verbal statement, changing the lighting, or beginning to use a whiteboard. It is okay if some groups are still working, but a majority should have completed the expected activity.

Sharing Out and Summarizing

Since feedback is important, leave sufficient time to review the activity in the same session. Consider asking students to share their results in a systematic, group-by-group manner, or facilitate a larger group discussion through volunteers. Be sure to conclude by emphasizing the key learning points from the activity.

Visual Representation Example

Video: Emily Joachim, MD, shows an example of effectively using affirmation and visual representation of learner responses following a small group activity.

Wrap up

Learning in small groups allows for the use of active learning techniques to promote student engagement and knowledge retention. Effective small-group learning requires planning, clear instructions, awareness of group dynamics, and sufficient time for feedback on completed tasks.

References

Davis, B.G. Tools for Teaching. Second Ed. Jossey-Bass, 2009.

Lang, J.M. On Course: A Week-by-Week Guide to your First Semester of College Teaching. Harvard University Press, 2008.

Lemov, D. Teach Like a Champion 2.0: 62 Techniques that put Students on the Path to College. Jossey-Bass, 2015.

Skeff, K.M. and Stratos, G.A. Methods for Teaching Medicine. American College of Physicians Press, 2010.