Small-Group Discussion
Small-Group Discussion
Small Group Discussion (SGD) is a structured, student-centred strategy where learners engage in collaborative dialogue in groups of 2–6 to explore, apply, and reflect on course content.
Alternative/linked methods: Buzz Groups, Triad Groups, Intellectual Scrimmages, Interteaching, Collaborative Learning, Peer Instruction, Case-Based Group Work
Why?
- Improves academic performance
- Enhances comprehension and retention
- Fosters critical thinking and problem-solving
- Encourages self-directed and collaborative learning
How?
- Design pre-SGD worksheets aligned with learning objectives
- Use a Participation Rubric (Brookfield & Preskill)
- Share learning objectives and worksheets in advance
- Guide discussion and ensure worksheet completion
- Conduct theme assessments to evaluate learning
- Provide feedback and address misconceptions
When?
- Before or during small group discussions to scaffold learning
- In flipped classrooms to prepare students for in-class application
- During clinical or case-based sessions to integrate theory and practice
- As part of formative assessment or revision activities
Get Started
Examples:
- Complete a flowchart of a system
- Label a diagram of a pathway
- Match symptoms to disorders
- Solve a case-based question
Digital Enhancement
- Breakout rooms in Teams
- Breakout boards in Padlet
- Shared digital worksheets – Pre-class worksheet submission
- Discussion boards – Padlet, Miro, Moodle Forum
Resources
- Stuart J, Rutherford RJ. Medical student concentration during lectures. Lancet. 1978 Sep 2;2(8088):514-6. doi: 10.1016/s0140-6736(78)92233-x. PMID: 79879.
- Bachhel, R. and Thaman, R. (2014) ‘Effective Use of Pause Procedure to Enhance Student Engagement and Learning’, Journal of clinical and diagnostic research : JCDR, 8, pp. XM01-XM03.
- Bonwell, C.C. and Eison, J.A., 1991. Active learning: Creating excitement in the classroom. Washington, DC: ERIC Clearinghouse on Higher Education, The George Washington University. (ASHE-ERIC Higher Education Report).
- Ruhl, K., Hughes, C. and Schloss, P. (1987) ‘Using the Pause Procedure to Enhance Lecture Recall’, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 10.