The document discusses strategies for effective teaching in small group and large lecture settings. For small group teaching, it emphasizes the teacher's role as a facilitator rather than direct instructor. It also recommends establishing ground rules, introducing group members, and exploring student expectations. For large lectures, it suggests incorporating active learning techniques like individual/pair work, group discussions, and brief reflection activities to maintain student engagement. Overall, the key aspects of effective teaching highlighted are preparation, strong communication skills, active learning, and creating an inclusive environment.

1. Presented by :
Juliana
141100681

2.  Small group teaching is not defined by numbers. We define
it as any teaching situation in which dialogue and
collaboration within the group are integrated to learning.
The teacher is still key to this learning. But now their role
is to facilitator rather than to direct, to coordinate as
much as to communicate, to inspire rather than to inform.
 The large group, lecture format is often synonymous with
what most people think of university studies. Faced with a
room of more than one hundred students, promoting active
learning in large lecture theatres is a challenge most
academics are likely to face. It is no surprise that this
poses particular concern with research showing that
student attention span can decline after 10 to 15 minutes.

3.  Motivational context
 Learner activity
 Interaction with others
 A well structured knowledge base

4. the lecture should have :
 Beginning : tell them what you are going to tell
them (Introduction)
 Middle : tell them it (body)
 Endings : remind them what you have told them

5.  Try to keep eye contact with as many of the group as
possible.
 Make strategic use of silences.
 Vary your tone of voice
 Move away from the lectern at times, to move closer
to class.
 Consider going up and down the aisles.
 Have some expression, enthusiasm in your tone,
 Avoid being cynical
 Make sure you are heard
 It is a good idea to have a colleague video you in the
lecture and to observe your
 mannerisms, hear you voice.
 Use of humour - if you are comfortable with this.

6. With a large group setting, active learning
can be encouraged in:
 Individual or pairs of students in a large
lecture
 Groups of students in a large group

7.  Silent reflection
 Write down answer to a question
 Swap answers with person beside
 Take a short test
 Write down a question
 Solve a problem
 Read some notes
 In pairs, discuss an issue
 Write a plan what you need to do
 Summarise the main points

8. Groups of students in a large group
Buzz group: very
brief discussion
generating ideas for
follow up
Pyramids: starting
with two students
discussing an idea
Fish boul: is a small
circle of seated
studentwho engage
in discussion
Cross over: way of
changing the
membership of
group
Brainstrom:
technique use
frequently in the
work place, give
idea

10. flexibility
•Small group teaching opens up pedagogic spaces that are protected,
dynamic and responsive. The skill of the teacher is to use these spaces
creatively, developing an awareness of the students and responding to
the group’s learning as it develops.
•Teaching small groups underscores the literative and dynamic nature
of all good teaching and learning, and the value of being open to.
change.
reflexivity
•We want our teachers to be many things. Authentic,human,honest,
inspiring. We can never live up to such lofty expectations. But we can
develop our own teaching personal, and bring a self-critical modesty
to everything we do.
engagement
•Small group teaching cultivates creativity, passion and enthusiasm. It
should hopefully expose students to current debates and offer them an
opportunity to develop their own academic identity. At best it
transcends the teacher-learner hierarchy, and becomes a process of
learning together.

11. Starting tutorials / small group: Setting
Ground rules
Introduce
group
members to
another.
(some ice
breaker are
important)
Discuss with
student the
ground rules.
Explore the
students’s
expectation
of what their
role
Explore what
the topic they
will discuss

12.  Use questions more effectively
 Be aware of Learning styles of students
 Learn how to develop good handling of quieter
and dominant students
 Try some ideas for active learning in small
groups:
 Use discussion groups (e.g. discuss a video)
 Use task groups (e.g. get students to produce a
poster presentation, solve a problem, design /
edit a newsletter, prepare a debate)
 Use open questions
 Use peer education groups
 Use role play and simulation

13. listening
Questionin
g, open
versus
closed
Handling
quiter and
dominant
student
Setting
clear goals
responding

14. confidence
commu
nicatio
n
aktive

15. icebreaker
Role plays
Peer
assessment
Hot
topic/issue
Quizes and
game

16.  Preparation matters
 The rules of engagement
 The importance of listening
 Asking the right questions
 Learning is a social process
 Writing and thinking go hand in hand
 Taking feedback seriously
 Giving feedback responsibly

17.  Be kind
 Be prepared
 Be enthusiastic
 Be open
 Be honest
 Be inclusive
 Be reflective

18.   
Juliana
141100681