Advertisement

Evaluating Your Own Performance in Leading a Small Group Discussion

  • Jon CornwallEmail author
Chapter

Abstract

Small group discussions are a valuable tool that can promote and enhance student learning through the implementation and development of skills such as listening, questioning, explaining and responding, with these skills forming the platform for facilitating discussion and thinking. Teachers need to be able to evaluate their own performance in small group discussions in order to continually improve their ability to develop, refine and improve their practice in leading these classes. Critical reflection and feedback are two important methods that allow teachers to gather information about their teaching. Critical reflection involves individuals being able to identify and consider the assumptions that underpin their actions in order to develop a better understanding about the concepts that influence their behaviour, while feedback asking involves the gathering of information from others about their teaching. Both critical reflection and feedback are important tools for teachers as they provide different information, with both able to be used to improve teachers’ own performance.

Keywords

Teaching Session Critical Reflection Teaching Performance Ongoing Basis Small Group Discussion 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. 1.
    Vasan NS, DeFouw DO, Compton S. A survey of student perceptions of team-based learning in anatomy curriculum: Favorable views unrelated to grades. Anat Sci Educ. 2009;2:150–5.PubMedCrossRefGoogle Scholar
  2. 2.
    Edmunds S, Brown G. Effective small group learning: AMEE Guide No. 48. Med Teach. 2010;32:715–26.PubMedCrossRefGoogle Scholar
  3. 3.
    Kooloos JGM, Klaassen T, Vereijken M, Van Kuppeveld S, Bolhuis S, Vorstenbosch M. Collaborative group work: effects of group size and assignment structure on learning gain, student satisfaction and perceived participation. Med Teach. 2011;33:983–8.PubMedCrossRefGoogle Scholar
  4. 4.
    Chan LK, Ganguly PK. Evaluation of small-group teaching in human gross anatomy in a Caribbean medical school. Anat Sci Educ. 2008;1:19–22.PubMedCrossRefGoogle Scholar
  5. 5.
    Kitzes JA, Kalishman S, Kingsley DD, Mines J, Lawrence E. Palliative medicine death rounds: small group learning on a vital subject. Am J Hosp Palliat Med. 2009;25:483–90.CrossRefGoogle Scholar
  6. 6.
    Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anat Sci Educ. 2012;5:354–66.PubMedCrossRefGoogle Scholar
  7. 7.
    Fowler J, Gudmundsson A, Whicker L. Working in groups. In: Fraser K, editor. Studying for continuing professional development in health. New York: Routledge; 2009. p. 114–20.Google Scholar
  8. 8.
    Runhaar P, Sanders K, Yang H. Stimulating teachers’ reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teach Teach Educ. 2010;26:1154–61.CrossRefGoogle Scholar
  9. 9.
    Lachman N, Pawlina W. Integrating professionalism in early medical education: The theory and application of reflective practice in the anatomy curriculum. Clin Anat. 2006;19:456–60.PubMedCrossRefGoogle Scholar
  10. 10.
    Rogers RR. Reflection in higher education: a concept analysis. Innov High Educ. 2001;26:37–57.CrossRefGoogle Scholar
  11. 11.
    Black PE, Plowright D. A multi-dimensional model of reflective learning for professional development. Reflect Pract. 2010;11(2):245–58.CrossRefGoogle Scholar
  12. 12.
    Smith E. Teaching critical reflection. Teach High Educ. 2011;16:211–23.CrossRefGoogle Scholar
  13. 13.
    Harvey M, Coulson D, Mackaway J, Winchester-Seeto T. Aligning reflection in the cooperative education curriculum. Macquarie University Research Online. Asia-Pacific J Cooperat Educ. 2010;11:137–52.Google Scholar
  14. 14.
    Downing K, Kwong T, Chan S-W, Lam T-F, Downing W-K. Problem-based learning and the development of metacognition. High Educ. 2009;57:609–21.CrossRefGoogle Scholar
  15. 15.
    Aronson L. Twelve tips for teaching reflection at all levels of medical education. Med Teach. 2011;33:200–5.Google Scholar
  16. 16.
    Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2011;33(3):200–5.Google Scholar
  17. 17.
    Erie AJ, Starkman SJ, Pawlina W, Lachman N. Developing medical students as teachers: An anatomy-based student-as-teacher program with emphasis on core teaching competencies. Anat Sci Educ. 2013;6:385–92.Google Scholar
  18. 18.
    Wiggins G. Seven keys to effective feedback. Educ Leadersh. 2012;70:10–6.Google Scholar
  19. 19.
    Linet A. From performativity to professionalism: Lecturers’ responses to student feedback. Teach High Educ. 2009;14:441–54.CrossRefGoogle Scholar
  20. 20.
    Espasa A, Meneses J. Analysing feedback processes in an online teaching and learning environment: an exploratory study. High Educ. 2010;59:277–92.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Faculty of LawUniversity of OtagoDunedinNew Zealand

Personalised recommendations