Small Group and Large Group

Definition

            Small group can be defined as a teaching  that need 8-12 0r maximal 25 student. This method can be applied in the classroom, seminar, and workshop. In this method teacher can be facilitator, guidance, and leader of discussion.

            Large group can be defined as a teaching where student are more than small group and can be aplied in wider and bigger room than small group.

General Techniques for Use in Small & Large GroupTeaching

            The following methods can be adapted for either large or small group teaching. Provided below are a selection of common flexible methods one may use in both large and small group teaching. These are open to adaption and interpretation to suit your individual needs, and were originally listed by Brown (1997).

·        Silent Reflection

This is where you give students a few minutes to think about

a problem or issue. Ask them to write down their thoughts or

ideas on a note pad. Keep the task specific. For example, ask

them to write down the three most important, or positive, or

expensive etc. aspects of an issue. It is often useful to ask

them to write on post-its and then post them on, say, a notice

board or the wall. Alternatively, ask them to share their ideas

with their neighbour before moving into a discussion phase.

This technique suits quieter students and ensures that

everyone has the opportunity to provide feedback.

·        Rounds

Where groups are not too large (20 or so) go around

everyone in the group and ask them to respond. People often

use rounds as icebreakers or as part of the winding-up of a

session. Try not to make the round too daunting by giving

students guidance on what is expected of them.  Keep it short.

For example try and avoid questions like "I want everyone to

give their name and then identify one aspect of the course

that they know nothing about but are looking forward to

learning about”. In big rounds, students can be quite nervous,

so make it clear that it's OK to pass and if people at the

beginning have made your point, that concurrence is

sufficient.  

·        Three Minutes Each Way

Ask students in pairs to speak for three minutes on a given

topic.  Be strict with timekeeping. Your students might find

this quite difficult at first, but it is an excellent way of getting

students to articulate their ideas, and also means that the

quieter students are given opportunities to speak and be

heard. The art of listening without interrupting (other than

with brief prompts to get the speaker back on target if they

wander off the topic) is one that many students will need to

foster. This pair-work can then feed into other activities.

·        Buzz Groups

Give pairs, threes, fours or fives small timed tasks which

involve them talking to each other, creating a hubbub of noise

as they work. Their outcomes can then be shared with the

whole group through feedback, on a flip chart sheet poster,

on an overhead projector transparency or otherwise as appropriate.