Small Group Activities

Buzz groups
A short, focussed discussion task in pairs which is useful for generating new content and energy.
Cross-overs
Groups work on different tasks. A representative from each group then joins another group so that
outcomes/feedback is shared. Alternatively, feedback from each group can be facilitated in a
whole-class plenary. This shares ideas within a short amount of time.
Pyramids
tudents work on a task alone, then in pairs to discuss what they!ve done, then in fours to draw
conclusions. "inally a full group discussion compares the conclusions which have been produced.
Rounds
This activity involves everyone in the group taking a turn to say something on a particular issue or
theme. #t gets everyone involved but needs to be used sparingly especially with large groups.
Brainstorming
tudents are encouraged to say as many ideas as they can about the issue being discussed $ all
of which are noted down. #deas can then be discussed further and follow up %uestions/solutions
identified. This activity generates lots of ideas about an issue or problem.
Syndicates
et up groups of &-' to work on the same problem, task or %uestion. The groups then report back
to the whole class.
Fishbowls
#nvolves assigning observer(s) to watch and comment on the group on a particular process e.g
how consensus was achieved* group dynamics* roles taken and skills displayed. The observer(s)
should be given a clear focus.
ote-ta!ers
Assign a student or students to take notes for the session summarising the main points discussed.
These can be written up and circulated to all students. +hange the student each session.
Presentations
Ask students (or groups of students) to present their ideas/work to the rest of the class. This could
be a more formal presentation on pre-prepared work, or could just be the outcomes of an activity
undertaken in the class itself. This develops students! skills and confidence and also results in a
clear output.
Problem Solving
Give students problems to work through on their own or in groups. This will help with the
application of knowledge and identification of difficulties.
Adapted from Gibbs, G. , -abeshaw, T. (./0/) Preparing to Teach: An Introduction to effective teaching in
higher education. Technical and 1ducational ervices 2td.
Poster "ours
#ndividuals or groups can produce a poster summarising their discussions/activities. These can be
displayed around the room for everyone to look at and discuss. The posters may be formally
prepared in advance, or flip chart sheets outlining key points in bullets or pictures.
Case Studies
3rovide students with case studies to work through to help 4bring to life! the subject being covered.
+ould by hypothetical or based on real e5amples.
Role Plays
Ask students to take the role of different people in a case study or debate. They may be asked to
prepare both content and personal style.
#ebates
et up discussions about opposing viewpoints. 6ou can assign students to take particular
standpoints rather than letting them choose (encourages different perspectives and avoids them
getting too personal). 6ou can also set up courts of en%uiry using formal procedures such as
calling witnesses etc.
Circular $uestioning
Try replying to %uestions with7 8#f you were to ask (name) that %uestion, what do you think their
response would be9:. ;ame a member of the group, a fellow tutor/lecturer, a public figure or a key
theorist. 6ou can also open up a discussion to the rest of the group by asking a follow-on %uestion
in response to an individual students! contribution e.g. 8what could the opposing argument be to
that point9:* 8<hat would=..say in response to that comment9:.
Reading
Allow short periods of time during the session for everyone to read a handout or section from a key
te5t/paper. #t also allows a %uiet time to collect thoughts and rejuvenate the class $ but be aware
that it can be problematic for students with disabilities or individuals who do not have 1nglish as a
first language.
Peer assessment
-ave the student group assess their peers! presentation or written work. 1ither use a proforma with
criteria, or have a class discussion about what the criteria should be at the start. This helps
students to understand assessment criteria and gives them feedback on their work.
%ine-ups
1stablish a continuum of beliefs or attitudes e.g.
4intelligence is determined!
1ntirely by heredity=======================..1ntirely by the environment
And ask students to line up across the room (or indicate by sticking a post-it note or drawing a
mark on a paper line on the wall) according to where on the continuum they think they stand. Get
them to negotiate with those either side of them to make sure they are in the right place on the
continuum in relation to those around them. This guarantees involvement and getting 4off the
fence!.
Adapted from Gibbs, G. , -abeshaw, T. (./0/) Preparing to Teach: An Introduction to effective teaching in
higher education. Technical and 1ducational ervices 2td.