Methodical recommendations for using the method of work in small groups

In recent years, the educational process is widely used new technologies and teaching methods. Progress in the educational system brings to the arena a new direction - innovative pedagogy and new pedagogical technologies.

The new pedagogical technologies in the educational process, first of all, are connected with the personality of the teacher, his pedagogical skill, his spiritual and social level. It seems to us that the main thing in the profession of a teacher is the formation of a professional orientation. This statement not only does not belittle the importance of the teaching profession, but, on the contrary, opens the possibility for everyone who wants to master it. The rejection of stereotyped classes implies a transition to a new stage of learning, interactive learning, interactive learning.

Interactive learning is learning, built on the interaction of all students, including the teacher. These methods most correspond to the personally oriented approach, since they presuppose a communication (collective, learning in cooperation), and the learner and teachers are subjects of the educational process. The teacher often only acts as the organizer of the learning process, the leader of the group, the creator of the conditions for the initiative of the students. Interactive training is based on the direct interaction of students with their experience and the experience of their friends, since most interactive exercises refer to the learner's own experience, and not only to the teaching. New knowledge, skill is formed on the basis of such experience. Active methods of teaching are included depending on the content of the lesson, the teacher's initiative. One of such training methods is working in small groups.

Lessons in small groups allow students to acquire cooperative skills and other important interpersonal skills. In addition, these classes help students (learners) learn how to resolve the differences between them.

As the group increases, the range of opportunities, experience and skills of its members also expands. Increases the probability of the appearance of a participant whose special knowledge will be useful for the performance of the group task. The larger the group, the more skills students must show to give everyone the opportunity to speak. Such skills require careful training and long practice.

The less time is allowed to complete the lesson, the smaller the size of the group. Small groups are more effective, because they are faster suited to organizations, work faster and give each student more opportunities to contribute to their work.

Interactions within a small group have some features:

Groups of two people. In such groups there is a high level of information exchange and fewer disagreements, but higher and the likelihood of greater tension, emotionality and, very often, a potential impasse. In case of disagreement, none of the participants has an ally.

Groups of three people. With such an organization, two stronger individuals can suppress a weaker member of the group. However, groups of three students are the most stable group structures with periodically emerging shifting coalitions. In this case, it is easier to settle differences.

Groups with odd and even number of members. In groups with an even number of members, disagreements are more difficult to settle than in groups with an odd number of members. The odd composition is able to lead the group out of the impasse or yield to the opinion of the majority.

A group of five people. This size of the group is most satisfactory for educational purposes. The distribution of opinions in the ratio of 2: 3 provides support to the minority. This group is large enough to simulate situations and is small enough to involve all participants in the work and personal encouragement.

We offer some recommendations on the distribution of students in groups:

Teachers are recommended to place excellent, medium and poor students in the same group. In heterogeneous groups, it seems that there is a more active creative thinking, a more frequent exchange of explanations and a more complete assimilation of the perspective as a result of the discussions.

In order to build constructive relationships between students of different sexes, it is necessary that the composition of each group be as diverse as possible. There are many useful ways of distributing students by training groups. The simplest way of random distribution is to ask students to settle for "first-second." The blacks fall into one group, the odd ones into the other group.

Some teachers do not change the composition of the training groups for the duration of their studies. It is useful to keep the stable composition of the group long enough for the group to succeed in the work. The disbanding of underperforming groups often turns out to be unproductive, as students do not acquire the skills needed to jointly resolve problems. Think about the possibility of including an adult in the group.

Typical problems:

Among the typical problems of group work that teachers and observers should pay attention to are the following:

Respect for the rights and opinions of others. Is every member of the group given an equal opportunity to express his or her opinion?

• -    Readiness for compromise and cooperation.

• -    Support for other people. Do team members support those whose position coincides with their own?

• -    Willingness to listen. Maybe the members of the group prefer to speak for themselves, and not listen to the words of others?

• -    Conflict. If one or more members of the group hold different positions and these positions conflict, does the group try to avoid talking about this conflict? Do the members of the group behave as if they agreed with the opposite position? Do they bring up divisive questions for open discussion?

Thus, in working with small groups, the following recommendations should be considered:

• 1.    Make sure that students have the knowledge and skills necessary to do the work. Lack of knowledge very soon will make itself felt - students will not make efforts to complete the assignment.

• 2.    Try to make your instructions as clear as possible. It is unlikely that the group will be able to perceive more than one or two even very clear instructions in one go.

• 3.    Give the small group enough time to complete the assignment. Think about what to do with groups that will cope with the task before the rest.

• 5.    Working with small groups should become in your audience a rule, rather than a radical, one-off deviation from the practice of "lecture-retelling."

• 8.    Be sensitive to internal management issues. If one of the students must report to the group, ensure a fair choice of the speaker.

• 9.    Be prepared for the increased noise typical for joint training sessions.

• 10.    In the process of forming groups, beware of "hanging labels" on students. As a rule, heterogeneous groups are desirable.

• 12.    Make sure that students are sitting in a circle - knee to knee, eyes to eyes. Each member of the group should easily see the rest.

Used sources:

• 1.    А.И. Артюхина, В.И. Чумаков. Интерактивные методы обучения в медицинском вузе. Волгоград. 2011г.

• 2.    Наумов Л.Б. Учебные игры в медицин е . М., 2012 г.

• 3.    Ступина С.Б. Технологии интерактивного обучения в высшей школе: Учебно-методическое пособие. – Саратов: Издательский центр «Наука», 2009. – 52 с.

• 4.    Азизходжаева. Новые педагогические технологии. Ташкент 2005 год

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