OBE - Dr. Naima

8/11/2019 OBE - Dr. Naima

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SGD is a teaching-learning activity thatallows for constructive alignment of the

desired learning outcomes.•Careful planning & supervision is key tosuccessful SGD’s •The teacher’s role is to provide structure tothe activity & the environment.





•structuring the learning activity and thelearning environment for maximum

interaction•facilitate and stimulate•preparing the learners to ensure they areready to engage in SGD



Ensure prior learning Preparing students forreflective thinking Whole-class discussions





Students’ ability to learn in this kind of environment •Acceptance of membership into the group •Lack of prior knowledge & preparation

•Variety of pace of learning among group members •Discussion of irrelevant issues Restrictive structure•Increased time for preparation •Physical arrangement •Dominated by talkative students



Buzz groups

•Phillips 66

•Snowball

•Brainstorming



to ensure/increase students’ participation

•to test students’ understanding of a topic

•to get students’ feedback

•to break long lectures



1.Start of a lecture•To assess what students know about a topic

2.Middle/end of a lecture

•To break a lecture – minimize monotony,increase student participation•To discuss any problems with understandingthe topic•To answer a related question •To assess what students know about asucceeding topic•To make students guess where the proceedingsare leading to





Advantage of Buzz Groups •Flexible •Can be used on a wide range of students’class size•Few restrictions on physical set -up of typicalclassrooms

How to conduct buzz groups activity? •can be done by simply telling the audienceto turn their seats and face their neighbor and

start a discussion



A variation of the buzz groups

•Name comes from the inventor of thistechnique, J. Donald Phillips

•Groups of 6 members each discuss anassigned topic for 6 minutes.



Divide the audience into groups of 6 members each.•A member is assigned to report the outcome of the group to the whole

class. A format for reporting the outcome is provided.•Groups discuss assigned topic for 6 minutes duration. •All groups present their results which will then be incorporated into a single

report.•Size and duration of each session can be adjusted, instead of 6

members discussing for 6 minutes.•One can also combine the groups first and let them shareinformation before reporting to the bigger group.



can also be considered as an extension of

buzz groups strategy

•described as a technique where there is aprogression of discussion sessions where ineach successive session, the groups’ size isincreased by joining two groups together



Discussion starts where each class member is pairedwith another. Each pair is given a period of time todiscuss a topic or problem.•After the time given is up, each pair then joins withanother pair to form a group of four which thencontinues the discussion on the topic or problem for agiven period of time.Again, after the time for discussion is finished, eachgroup of four members joins with another group offour to create a group of eight. This larger group againis given a specified period of time to discuss theassigned topic or problem.



Greater participation of members undersnowball strategy is ensured when the groupsare small, especially when members are firstasked to write down their ideas beforesharing them.

•Students can afford to think over their ideasfor themselves before bringing these to thebigger group.



•a strategy where participants freely

contribute their ideas on a certainsubject or topic

•used to solicit students’ understandingof topic.



The teacher invites the whole group to giveanswers to a question or problem.

He/she writes all the answers given withoutcommenting on a board or overhead.After a short period provided for thediscussion or when participants haveexhausted all answers, the teacher reviewswith the group the list of answers.



Verbal explanation plus live display usingapparatus/models=DEMONSTRATION

=Teaching model designed to promotelearning of procedural knowledge needed toperform simple and complex skills fordeclarative knowledge that is well structuredand can be taught in a step by step fashion.



Student Centered but Teacher Directed

Constructive Alignment

Learning outcomes must be measurable



TRADITIONAL TEACHINGPROCESS

Preparation

PresentationApplicationReview andEvaluation

DEMONSTRATION PERFORMANCE METHOD

Explanation

DemonstrationStudent performancesupervisionEvaluation



1.Pre-instructional tasks.Careful preparation of Objectives

•Performing Task Analysis•Designing the Learning Environment •Doing a “dry run” prior to actualdemonstration



1.Explanation

2.Demonstration

3.Student Performance

4.Instructor Supervision

5.Extended Practice and Transfer



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OBE - Dr. Naima