Tips for small group teaching

Bell, Catriona; Paterson, Jessie; Warman, Sheena M

doi:10.1136/inp.g3379

Cited by 9 publications

(7 citation statements)

References 6 publications

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“…The significantly lower evaluation of tool usability on farm and workshop work pace by HIGH groups, together with the tendency for more farm visits by LOW groups, implies that balanced discussions are important for good workshop results. Workshop leaders should therefore strive to keep all participants equally involved in discussions, such as by forming subgroups and actively managing domineering participants ( Bell and others 2014b ).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, interactive workshops are preferable to lecture-based seminars as a means of distributing a novel tool for multifactorial problems to VFA. Nevertheless, knowledge should be presented in as many different forms as possible during a workshop, because individuals will still differ in their individual preferences ( Neel and Grindem 2010 , Bell and others 2014b ).…”

Section: Introductionmentioning

confidence: 99%

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Training veterinarians and agricultural advisers on a novel tool for tail biting prevention

Brocke

Madey

Gauly³

et al. 2015

Veterinary Record Open

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IntroductionMany health and welfare problems in modern livestock production are multifactorial problems which require innovative solutions, such as novel risk assessment and management tools. However, the best way to distribute such novel - and usually complex - tools to the key applicants still has to be discussed.Materials and methodsThis paper shares experiences from distributing a novel tail biting prevention tool (‘SchwIP’) to 115 farm advisers and 19 veterinarians in 23 one-day workshops. Participants gave written and oral feedback at the end of the workshops, which was later analysed together with the number of farms they had visited after the workshops. Workshop groups were categorised into groups showing (a) HIGH, (b) INTermediate or (c) LOW levels of antagonism against SchwIP or parts of it during workshop discussions.ResultsGroup types did not significantly differ in their evaluation of knowledge transfer. However, HIGH group members evaluated the on-farm usability of the tool significantly lower in the workshop feedback and tended to visit fewer farms.ConclusionsAs antagonistic discussion can influence workshop output, future workshop leaders should strive for basic communication training as well as some group leadership experience before setting up and leading workshops.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Training veterinarians and agricultural advisers on a novel tool for tail biting prevention

Brocke

Madey

Gauly³

et al. 2015

Veterinary Record Open

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“…We concur with that the four routes to engagement outlined above are not independent. By including methods such as peer-and small-group teaching (Bell, Paterson and Warman, 2014), we endeavour to include as much research-tutored student participation as possible. Baxter-Magolda (2009) highlights two key problems with building a learning partnership which apply to any new undertaking: perceived institutional barriers and rigid assessment processes.…”

Section: Research Skills Coursementioning

confidence: 99%

Developing the Higher Education Curriculum

2017

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“…By including methods such as peer-and small-group teaching (Bell, Paterson and Warman, 2014), we endeavour to include as much research-tutored student participation as possible. Baxter-Magolda (2009) highlights two key problems with building a learning partnership which apply to any new undertaking: perceived institutional barriers and rigid assessment processes.…”

Section: Research Skills Coursementioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

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Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

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Tips for small group teaching

Abstract: This article, the fourth in a series aimed at providing veterinary staff and students with tips and tools to enhance teaching and learning, looks at how to make the most of small group teaching situations.

Cited by 9 publications

References 6 publications

Training veterinarians and agricultural advisers on a novel tool for tail biting prevention

Training veterinarians and agricultural advisers on a novel tool for tail biting prevention

Developing the Higher Education Curriculum

Developing the Higher Education Curriculum

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