| Discussion Method Teaching | Groups | Pedagogy |

1. What is the optimal group size?

Groups of five are considered optimal. More becomes unwieldy; fewer can lead to stalemates.

2. How much structure should I provide the group?

For group activities to facilitate student learning, the instructor needs to structure each activity by establishing its focus, setting the stage and the boundaries, and facilitating interaction among group members. The instructor also needs to plan so that groups have clearly defined objectives, know the process to be utilized, and understand the expectations of the process. By clearly developing the problem on which students will work, the instructor takes guesswork out of the group process and enables students to meet learning objectives.

For more information on this topic, see: Miller, W.R., and Miller, M.F. (1997). Handbook for college teaching (pp. 141-157). Sautee-Nacoochee, GA: PineCrest.

3. How can I learn more about group process in the classroom?

The University of South Florida offers a selected annotated bibliography about active learning on its website. Among the entries are the following books about small group teaching:

Cooper, J., Prescott, S., Cook, L., Smith, L., & Mueck, R. (1990). Cooperative learning and college instruction: Effective use of student learning teams. Long Beach, CA: The California State University Foundation. (Available from the CSU Institute for Teaching and Learning, Chancellor's Office, 400 Golden Shore, Long Beach, CA 90802-4275).

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report No. 4. Washington, DC: The George Washington University, School of Education and Human Development.

Kadel, S., & Keehner, J. A. (1994). Collaborative learning: A sourcebook for higher education. Vol. II. University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.

Tiberius, R. G. (1990). Small group teaching: A trouble shooting guide. Monograph Series, No. 22. Toronto: The Ontario Institute for Studies in Education Press.

Winston, R. B., Bonney, W. C., Miller, T. K., & Dagley, J. C. (1988). Promoting student development through intentionally structured groups. San Francisco: Jossey-Bass.