scholarly journals TEACHER SKILLS IN GUIDING DISCUSSION IN CENTURY LEARNING 21

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Achmad Ali Fikri ◽  
Atmim Nurona ◽  
Latifatus Saadah ◽  
Lin Eflina Nailufa ◽  
Viki Ismah
Keyword(s):  
Small Group ◽  
21St Century ◽  
Group Discussion ◽  
21St Century Learning ◽  
Research Literature ◽  
Group Discussions ◽  
Teacher Skills ◽  
Library Research ◽  
Small Group Discussions ◽  
Descriptive Method

Skills to guide small group discussions conducted by teachers in 21st century learning , using descriptive methods in qualitative research. Descriptive method in research is research for the purpose of explaining or describing events, objects, circumstances, or variables that are explained using numbers and words. Type a descriptive method in research qualitative is a kind of library research ( library research ) literature documents from various sources related to the keter. Visible lead small group discussions conducted by the teacher in the 21st century learning. The skill of guiding small group discussions conducted by the teacher is the teacher trainee skills In teaching activities there are times when conducting group discussion activities. Discussion activities involve mental and emotional activities that can improve the ability of relationships between individuals. So that teachers' skills in guiding small group discussions are needed to ensure the continuity of discussions effectively. In this study, the learning environment was developed to skills of critical thinking and problem solving, collaboration, and communication , creativity and innovation. Skills include 21st century skills.

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

scholarly journals The Effect of Using Small Group Discussions Through Zoom Breakout Room to Increase the Frequency of Individual Speaking Participation in the Speaking Courses

2021 ◽  
Vol 1 (3) ◽  
pp. 18-26
Author(s):  
Lulu Zahrotun Nisa ◽  
Taqiya Nabila Prameswari ◽  
Yayah Izzah Alawiyah
Keyword(s):  
Small Group ◽  
Video Analysis ◽  
Qualitative Method ◽  
Research Study ◽  
Group Discussion ◽  
Active Participation ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Perceptions Of Students ◽  
Small Group Discussions

The purpose of this study is to determine whether the small group discussion method via breakout room zoom may boost student individual engagement in order for them to be more active and confident in learning speaking. This research study used a qualitative method with applied video analysis and questioners' perceptions of students as instruments. The findings found 17 active participants in the observation speaking class and 35 participants preferred small group discussions using the breakout room zoom application, with the majority preferring small group discussions because it helped them to be more active and confident. This method can also boost their confidence for more active participation for individual speaking in class, and they believe that small group discussions via breakout room zoom are the most effective way to deal with a pandemic.

scholarly journals Effectiveness of Teaching Methods : Comparative Outcomes

2020 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Mandira Shahi ◽  
Megh Raj Banjara ◽  
Jeny Kayastha ◽  
Amrita Chaulagain ◽  
Suni Pradhan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Mixed Method ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Factual Knowledge ◽  
Childhood Diarrhea ◽  
Group Discussions ◽  
Childhood Diarrhoea ◽  
Small Group Discussions

Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.

scholarly journals Learning and Affective Support Online in Small Group and Class Contexts

2004 ◽  
Vol 5 (3) ◽  
Author(s):  
Bill Anderson ◽  
Mary Simpson
Keyword(s):  
Distance Education ◽  
Small Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Education Programme ◽  
Asynchronous Communication ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Support Students ◽  
Affective Support

<P class=abstract>This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem.</P> <P><B>Keywords:</B> online learning; interaction; group discussion; student support; distance education; asynchronous communication</P>

scholarly journals Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions

2022 ◽  
Vol 12 ◽  
Author(s):  
Xuejiao Cheng ◽  
Han Xie ◽  
Jianzhong Hong ◽  
Guanghua Bao ◽  
Zhiqiang Liu
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Practice ◽  
Group Discussions ◽  
Emotional Displays ◽  
Emotional Display ◽  
Small Group Discussions ◽  
Realistic Problem

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

scholarly journals Collaborative Learning in Small Group Discussions and Its Impact on Resilience Quotient and Academic Performance

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Emeliza T. Estimo ◽  
Lourdes C. Arañador ◽  
Luis G. Evidente
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Small Group ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Group Discussion ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Quasi Experimental ◽  
The Impact

This paper is a quasi-experimental investigation on the impact of Collaborative Learning (CL) in Small Group Discussions (SGD) on the development of the eight components of Resilience Quotient (RQ) and the Academic Performance (AP) of students in Maritime English classes. Using different statistical tools such as mean and standard deviation and t-test for dependent and independent means, the study revealed that students who have a higher academic performance tend to also have a higher RQ. Evidence also showed that a high level of RQ could enhance academic performance and that RQ could be developed through constant exposure to small group discussions at a certain period of time. Evidence in the study also showed that too much dependence on the teacher as the main source of learning in the traditional approach could lead to some regression or decline on the students’ personal vision thereby lowering their level of resilience. There was also some evidence that the improvement in the level of RQ can also be a teacher factor. Moreover, it was noticed that working in small groups could give students the opportunity to affirm their personal beliefs and individual capabilities in accomplishing their tasks in the teaching and learning process. Keywords - collaborative learning, small group discussion, Resilience Quotient, academic

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS BY USING SMALL GROUP DISCUSSIONS AT THE GRADE X A MA KMI OF DINIYYAH PUTERI PADANG PANJANG

2009 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Dartini Dartini
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Narrative Texts ◽  
Group Discussions ◽  
Reading Materials ◽  
Small Group Discussions ◽  
Tenth Grade ◽  
Field Notes

Most of the students got difficulties in comprehending narrative reading texts. It could be seen from the result of exams given by teacher. Thus, this study is aimed at finding out (1) To what extent Small Group Discussion could improve the students’ reading comprehension on narrative text at tenth grade MA KMI of Diniyyah Puteri Padang Panjang and (2) What factors could influence the students’ reading comprehension of narrative text by applying small group discussions. The Classroom Action Research (CAR) has been conducted in three cycles. The participants were twenty three students of class X A MA KMI of Diniyyah Puteri. The data were collected by giving reading comprehension tests, observation, interview and field notes. They were analyzed quantitatively and qualitatively. The findings have shown that (1) Small Group Discussions could improve students’ reading comprehension of narrative text at class X A MA KMI Diniyyah Puteri Padang Panjang, and (2) factors which influence students’ reading comprehension were limited number of students, reading materials and giving rewards to increase students’ participations and motivations, monitoring and group discussion activities.

scholarly journals Small Group Discussion in Actual ELT Speaking Classes

2021 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Luli Sari Yustina ◽  
Besral Besral ◽  
Syayid Sandi Sukandi
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Thinking Skills ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Higher Order Thinking Skills ◽  
Small Group Discussions ◽  
Positive Effect ◽  
Research Show ◽  
Speaking Skills

Finding out aspects of learning in small group discussions that matched with the Indonesian Higher Order Thinking Skills (HOTS) and aspects of local cultures that contradict small group discussion excellence is the purpose of this research. The method of this research is qualitative. Researchers use document analysis by collecting documents from various sources such as journals and articles, which are following the research that the researcher will do. The results of this research show that the implementation of HOTS instruction in teaching speaking skills investigated from students’ small group discussions will be advantageous and beneficial. In essence, HOTS instructions give a positive effect on students speaking skills significantly.    

Shaping classroom social experiences through collaborative small‐group discussions

2021 ◽  
Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  
Keyword(s):  
Small Group ◽  
Social Experiences ◽  
Group Discussions ◽  
Small Group Discussions
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