附註:Cover; Half Title; Series Page; Title Page; Copyright Page; Table of Contents; Series editor introduction; THE SERIES; KEY THEMES OF THE SERIES; SMALL GROUP TEACHING, 2ND EDITION; Acknowledgements; Chapter 1: Views on small group teaching: a learner's perspective; WHAT ARE THE BENEFITS OF SEMINAR TEACHING (SMALL GROUP TEACHING)?; WHAT ARE THE PROBLEMS OR DIFFICULTIES YOU FACE IN SEMINAR SMALL GROUP TEACHING SESSIONS?; ADVICE TO A NEW SGT TEACHER; CLOSING REMARKS; NOTE; Chapter 2: Educational theories that support small group teaching; CONSTRUCTIVIST THEORIES OF LEARNING
SOCIAL CONSTRUCTIVISMACTIVE LEARNING AND LEARNER ENGAGEMENT; PRACTICAL CONSEQUENCES OF CONSTRUCTIVIST THEORY IN SGT; EXPERIENTIAL LEARNING THEORY; PRACTICAL CONSEQUENCES OF ELT IN SGT; REFLECTION IS HELPED BY WRITING AND FEEDBACK; BUILD UP MENTAL MODELS, PRACTICAL SKILLS AND ATTITUDES; ALLOW LEARNERS TO ENGAGE IN HYPOTHESIS TESTING AND ACTION PLANNING; HUMANISTIC THEORIES OF LEARNING; PRACTICAL CONSEQUENCES OF HUMANISTIC THEORY IN SGT; TEACHING AND LEARNING IS A RELATIONSHIP; SOCIAL PSYCHOLOGY THEORY APPLIED TO GROUPS; SUGGESTED FURTHER READING
Chapter 3: The physical, psychological and social conditions for successful SGTGETTING THE CONDITIONS RIGHT: MASLOW'S HIERARCHY; STEREOTYPE THREAT (ST); SOME PRACTICAL SUGGESTIONS; CHILLY CLIMATES; IMPOSTER SYNDROME; THE PHYSICAL ENVIRONMENT; PHYSICAL CONDITIONS; FACILITATOR POSITION; ROOM SIZE; CONCLUDING REMARKS; SUGGESTED FURTHER READING; Chapter 4: The skills of facilitation; WHAT IS FACILITATION?; WHY DO TUTORS FIND IT HARD TO FACILITATE?; SKILLS OF FACILITATION;DIFFERENTIATION IN SGT; COMMUNICATION AND FEEDBACK SKILLS; ACTIVE LISTENING; QUESTIONING; THE FUNCTION OF QUESTIONS IN SGT
AROUSING INTERESTACTIVATING PRIOR LEARNING; DIAGNOSING STRENGTHS, WEAKNESSES AND CHECKING PROGRESS AND UNDERSTANDING AND ASSESSING ACHIEVEMENT; ENCOURAGING DEEP-LEVEL THINKING AND ACTIVE LEARNING; REVIEWING AND SUMMARIZING; CATEGORIES OF QUESTIONS; EXAMPLES OF OPEN QUESTIONS; QUESTIONS AIMED AT DIFFERENT LEVELS OF LEARNING; THE QUESTIONING PROCESS; SUMMARY OF RECOMMENDATIONS FOR QUESTIONING IN SGT SESSIONS; STRUCTURING AND ORGANIZING SGT EXPERIENCES; MANAGEMENT AND CONTROL; SOME SUGGESTED GROUND RULES; THE PROBLEM OR DYSFUNCTIONAL GROUP; DYSFUNCTIONAL ORGANIZATION; DEALING WITH GROUP CONFLICT
DEALING WITH DOMINANT GROUP MEMBERSDEALING WITH PASSIVE GROUP MEMBERS; DEALING WITH A NON-PARTICIPATING INDIVIDUAL; DEALING WITH CYNICAL GROUP MEMBERS; CLOSURE; SUGGESTED FURTHER READING; Chapter 5: Learner diversity in small group teaching; INTRODUCTION; SUPPORTING LEARNERS WORKING IN MULTI-DISCIPLINARY AND MIXED-ABILITY GROUPS; BENEFIT FROM THE DIFFERENCES; PROGRESSIVE TASKS; WHAT CAN THE TUTOR DO?; THE TUTOR BEING AS CLEAR AS POSSIBLE WITH SPEECH AND CONTENT; CHECKING THAT THE LEARNERS HAVE UNDERSTOOD THE TUTOR; ENCOURAGING LEARNERS TO PARTICIPATE AND COMMUNICATE EFFECTIVELY
摘要:This comprehensive guide for new university teachers brings together straightforward and practical advice on small group teaching alongside examples of practice across disciplines. Written in a highly accessible style, it covers topics such as the foundations of small group teaching; methods and techniques; and advice on inclusive and non-discriminatory practice. Now fully updated, this new edition also takes into account changes in technology and the expectation of students, includes examples of practice from a variety of institutions, and offers learning resources and reading suggestions throughout.
