This document discusses small group teaching in higher education. It identifies some common problems with small group teaching such as teachers talking too much or students being too quiet. It also discusses how small group teaching can promote interaction, critical thinking skills and inclusive learning. The document provides examples of techniques to promote interaction such as rounds, buzz groups and fishbowls. It emphasizes the importance of understanding why problems occur in small group teaching and having clear learning outcomes in order to implement effective teaching practices.
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
Teaching methodologies has changed over the years. Now, traditional ways of teaching and learning has been transformed into interaction based learning which is increasing the effectiveness of the whole learning process for the students of primary, as well as higher education.
Historically, the lecture was seen as the teaching showpiece of any academic discipline. It is interesting that academics in many western cultures are still termed “lecturers” suggestingA showcase for outstanding scholars
An opportunity to inspire, to ignite passion or
fire the imagination of learners
An opportunity to engage the students in a
learning dialogue
An economical way of teaching a large
number of students
A way of introducing students to a particular
subject area
An opportunity for a lecturer to share her or
his particular take on a subject area
the primacy of the lecture in the conception of the university.
This is another motherlode of active learning strategies that someone put together from a variety of sources. It has over 130 different active learning strategies. Amazing.
Teaching methodologies has changed over the years. Now, traditional ways of teaching and learning has been transformed into interaction based learning which is increasing the effectiveness of the whole learning process for the students of primary, as well as higher education.
Historically, the lecture was seen as the teaching showpiece of any academic discipline. It is interesting that academics in many western cultures are still termed “lecturers” suggestingA showcase for outstanding scholars
An opportunity to inspire, to ignite passion or
fire the imagination of learners
An opportunity to engage the students in a
learning dialogue
An economical way of teaching a large
number of students
A way of introducing students to a particular
subject area
An opportunity for a lecturer to share her or
his particular take on a subject area
the primacy of the lecture in the conception of the university.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
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CR4YR collaboration.Aug 2013, Oct Prince Rupert Faye Brownlie
After school session in Prince Rupert to continue to conversation re: collaboration. Focus on different models of co-teaching, as first discussed at CR4YR in August.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. By the end of this session, you will have: identified and discussed characteristics of small group teaching, within your own subject; identified some common problems associated with small-group teaching and evaluated some potential tutor interventions. Session learning outcomes
3. Introduction & Context Disciplinary Contexts Problems in small-group teaching Teaching through discussion Review Session overview
4. Issues of students working in groups together on assessed tasks, and theories of group formation, team roles etc. but see http://www.learnhighergroupwork.com/ What we are specifically not engaging with in this session…
5. Types/’genres’ include: ‘tutorials’, ‘seminars’, ‘labs’, ‘fieldwork’, ‘online discussion groups’, Problem-based learning (PBL) groups, action learning sets, workshops, syndicates… Sizes of ‘small’ groups can vary considerably Purpose and role may vary considerably Small Group Teaching - Context
6. In comparison to large-group teaching, small group teaching offers more opportunity for interaction and engagement: tutor-student interaction student-student interaction Learning in a social context Context – educational role
7. Favoured for developing higher order attributes: Problem solving Critical thinking Self-Awareness ‘Functioning’ rather than ‘Declarative’ knowledge (Biggs & Tang, 2007) Particularly through: Discussion Practical application Relation to real-world events & experiences Context - educational role
8. Size of group Location, room, layout, furniture, equipment Characteristics and diversity of group Resource & staffing issues to address Contextual factors
9. We will divide into table groups roughly organised by discipline/school/professional area Suggested: EDT & Technology Social Science & Humanities Management Life Sciences ‘Other SLED/LSS/SU’ Disciplinary contexts
10. In those groups Discuss and list the variety of small-group teaching contexts in your areas Within these different contexts are there typical ‘ways of practicing’? If so, what are they? Are you aware of an examples of what you would consider to be innovative small-group teaching practice in your work contexts? What are the typical issues or challenges associated with small-group teaching in your context? Disciplinary contexts
11. Feedback from each group & opportunities for questions Disciplinary context
12. teacher lectures rather than conducts discussion teacher talks too much difficult encouraging students to talk discussion limited to responses to tutor questions if preparation is required, student don’t do it one student too dominant/ too quiet student focus is on solutions/answers more than complexity Problems in Small-Group Teaching (Ramsden, 2003: 149)
13. Teaching & Learning Through Critical Discussion (Garrison & Archer, 2000) Allows students to listen, integrate new ideas, critique. Discussion phases: Early – identifying issues Middle – searching for resolution Late – evaluating conclusions
14. Discussion develops higher thinking skills, in an environment where students can relate to interests and experiences - links ‘cognitive’ and ‘affective’ learning outcomes “A distinct shift from the excessively teacher-centred approach often associated with the lecture.” Critical Discussion (Garrison & Archer, 2000)
15. Jaques(2000) identifies three main purposes of small group teaching: Organisation of thinking, comparing ideas and interpretations with each other, forming understanding of a subject. Extrinsic training opportunities: team building, oral skills, negotiating, persuading and so on. Monitoring of own study; gaining self-directedness and independence from tutors. Inclusive learning and teaching in small groups
16. Do you think there are other purposes? What is the balance of priorities in this for you? How does this relate to issues of inclusion for all students? What are the most likely areas of difficulty for teaching diverse groups? How can you positively use differences in your groups to enrich the experience for all? Inclusivity in small groups
17. Ensuring student integration and identity. Encouraging intercultural competence (diminishes cultural/racial/gender stereotyping etc). Develops student self-directedness (creating learners that can explore concepts more fully, find their own material, develop their own critical stance, etc). (Grace and Gravestock, 2009) How small group teaching can be inclusive
18. What do I want my students to learn in this session? What learning outcomes will I therefore write? What activities will I use to achieve these ends? How will this relate to assessment? How does this fit into the overall scheme of the programme for the students? Some considerations on planning inclusive small group sessions:
19. Do I know who my students are? How large/small is the group? How long do I have to run the session? What restrictions are imposed by the physical space? What resources do I need to run the session? Some considerations cont.
20. Is my plan for the session suitable for all students in the group? Do I need to make any contingency/alternative arrangement for any member of the the group? Are there any formal requirements that I need to adhere to (evaluation of session etc.) (adapted from Grace and Gravestock, 2009). Some considerations cont.
21. e.g. Race, 2007: 151-154 Rounds Buzz groups Snowballing Pyramiding Fishbowls Brainstorming Pair Dialogues Leave the room (See Habeshaw, Habeshaw, and Gibbs, 1984) Techniques for promoting interaction
22. “At this point it is usual to provide a list of recipes designed to overcome these familiar difficulties. There are many effective techniques…But none of them will succeed for long unless you clearly understand the reasons for the problems. Just for now, forget about detailed solutions: think about what effective teaching consists of and how you would try to implement its prescriptions…” Solutions to the problems? (Ramsden, 2003: 149-151)
23. Follow-up on resources around large & small group teaching. Think about what ‘effective teaching’ might be in these different contexts. Are there some common principles for effective teaching (e.g. Ramsden, 2003: 93-99) Looking ahead to next learning set
24. Biggs and Tang (2007: 105): “It helps to think of lectures and tutorials as situations, in which a range of teaching/learning activities can take place, rather than prescriptions for a manner of teaching.” Review
25. Biggs. J. and Tang, C (2007) Teaching for Quality Learning at University, Third Edition, Maidenhead, Open University Press. Garrison, D.R. & Archer, W. (2000) A Transactional Perspective on Teaching and Learning, Oxford, Pergamon. Grace, S. and Gravestock, P. (2009) Inclusion and Diversity. Routledge. London. Jaques, D. (2000) Small Group Teaching http://www.brookes.ac.uk/services/ocsd/2_learntch/small-group/index.html Race, P. (2007) The Lecturer’s Toolkit, Third Edition, London & New York, Routledge. Ramsden, P. (2003) Learning and Teaching in Higher Education, Second Edition, London & New York, RoutledgeFalmer. References
