For example, group … Peer-observation should be an important aspect of the follow up. The importance of group activity in school shouldn't be ignored. I then ask the groups to display around the room their posters (which would have been prepared in the group session using coloured pens) so that everyone can have time to view the “art gallery” to identify what seem to be the big issues which have arisen during the discussions. A research on effects of small-group learning on Undergraduates in Science, Mathematics, Engineering, and Technology, SMET in short, showed that collaboration in SMET courses give students a sense of the way scientists and engineers work, and prepare them for … Following the point above, praise becomes very important, and teachers have to avoid putting pupils “on the spot” and them “losing face”. Although that is true, that isn't the comparison that teachers need to make. Removing excessive choices will also aid teachers in simplifying student planning time. Teachers, especially those who tend to teacher-centred learning, need to adapt to the student-centred, participation requirements of small classes. Whether it is really effective for engineering students to conduct small group learning will be discussed in the, The Life And Times Of Rosie The Protester Analysis, The Implications Of Gender Inequality In The Classroom, Advantages And Disadvantages Of Small Group Learning. I also list some key questions to consider and my own view of the pros and cons of teaching small groups.Debating small group teachingIn introducing this topic with teachers, I allocate them to one of the four topics listed below, inviting teachers to work in pairs or small groups (no more than four to a group) and challenge them to discuss and write up in poster style:How can we maximise learning in classes of small size?What are the challenges facing the teacher and pupil in classes of small size?What are the disadvantages of classes of small size?What are the different learning methods required for classes of small size?I deliberately allow overlap across the questions so that the teachers can approach the overall issue from a slightly different angle or perspective, depending on the question allocated to them.I then ask the groups to display around the room their posters (which would have been prepared in the group session using coloured pens) so that everyone can have time to view the “art gallery” to identify what seem to be the big issues which have arisen during the discussions.Next in plenary session, with each group presenting, the aim is to encourage the teachers (as a whole group) to come up with their categorisation of the issues and challenges, and some thoughts on small class learning and teaching (perhaps using and/or adapting the key questions which I have set out below).There are different ways to present group findings and a variation on the approach above would be to invite each group to present its key findings, say maybe three to five points and have someone write up the feedback in “shorthand” style and then move to the plenary discussion/decision on to how to present the evidence/findings.The facilitator(s) could introduce, subtly, from time to time some of the big issues mentioned below (if they have not already appeared in the discussions).The overall aim of the workshop is to produce a “working agenda” which the teachers feel is their own and which they are therefore more likely to buy into.Each teacher would be invited in the final part of the workshop to self-evaluate and ask her/himself: “How does my teaching in classes of small size compare?” Thus the teacher’s own agenda could be placed beside the overall agenda.The next step is for the school is to draw up an “agenda for action” and decide on how best to implement this to improve learning in classes of small size, including how to monitor progress alongside teachers. Whole group instruction is a teaching method where the teacher provides direct instruction to the whole group—usually a class.

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