Plan for and support student learning through appropriate approaches and environments
Contextual Background:
Group tutorials are vital for the effective delivery of the course, offering flexibility in terms of staff time and space.
Beyond the logistical necessities, it is well known that they foster community and encourage peer-to-peer learning.
However, there are challenges presented in group tutorials, particularly at CSM, where we have students from vastly diverse backgrounds. Low confidence, different levels of English language and neurodiverse ways of thinking can sometimes hinder engagement and peer-to-peer critique.
While some groups naturally form communities, others struggle to connect. Delivering effective group tutorials at CSM has requires a particularly thoughtful planning and continuous reflection.
Evaluation:
To address challenges, there have been different experimental strategies to support group tutorials:
Planning: Mixing students from different backgrounds and skill levels aims to encourage richer discussions. Clear expectations set in advance for the group tutorials, ensure students know what to expect and what to bring or be prepared for.
Opening/Closing: In each session, students are welcomed to the session and given a brief explanation to the benefits of group tutorials for their learning and place an emphasis that all voices and views matter to establish a ‘safe space’. Encouraging constructive criticism is balanced with support to ensure comfort.
Throughout: The aim is to set an example of the respectful engagement required, provide constructive feedback, and prompt students to assess each other’s work, identifying strengths, weaknesses, and areas for improvement.
Moving forwards:
Reflecting on these strategies, there are identified successes and areas for improvement.
While mixed student groups from diverse backgrounds present challenges, they also enrich group discussions by offering a variety of perspectives. This diversity contributes to a more dynamic and inclusive learning environment.
Setting clear expectations from the outset has helped alleviate initial anxieties, enabling students to engage more fully. When students have not completed assignments, they feel more comfortable disclosing this, fostering transparency.
Encouraging peer assessments has facilitated peer-to-peer learning and enhanced critical thinking. However, while most students embraced the mixed groups, some still struggled to work outside their comfort zones, occasionally resulting in tension. Additionally, some ice-breaker activities have felt forced, failing to encourage deeper connections.
To improve, there is room to refine ice-breaker activities, ensuring they are more task-relevant and meaningful.
Introducing prompt cards to guide discussions could also provide less confident students with a preparatory question to reflect on before speaking. This should reduce anxiety and encourage more thoughtful contributions.
Additionally, a stronger focus on balancing group dynamics to ensure a supportive environment could help address issues early to maintain a collaborative atmosphere.
This reflection will inform future teaching practice by prompting more flexibility with group formations, ensuring everyone feels supported. Continuing to refine activities will foster deeper engagement and learning.
The facilitator role in group tutorials should be to guide discussions and support students in exploring topics. Continue to ask open-ended questions and inviting diverse perspectives and encourage critical thinking will be beneficial here. Going forward, seeking feedback on the effectiveness of group tutorials from students, specifically on how confident they feel and how they feel a sense of community has developed will also be beneficial.
References
Bogaard, A. (2005) ‘Small group teaching: perceptions and problems’, Politics.
Kitchen, M. (2012) “Facilitating small groups: how to encourage student learning.”
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