GROUP DYNAMIC

I Made Jawi
Department of Medical
Education
Med Faculty. UNUD

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 GROUP DYNAMIC
OBJECTIVES

Definition
How to organize a session
Understand advantages

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 LECTURE IS POPULAR WAY TO TEACH
LARGE NUMBERS OF STUDENT,
RECENTLY THOUGH NOT GOOD IN
RELATION TO STUDENT LEARNING
 NEW CURRICULUM, STUDENT MUST GAIN
DEEPER LEARNING
 SMALL GROUP TEACHING HAS BECOME
MORE POPULAR AS A MEANS OF
ENCOURAGEING STUDENT LEARNING
Learning Pyramid
Nine Conditions to Successful Learning

 Gaining attention  Eliciting performance

 Informing  Providing feedback

participants of  Assessing
objectives performance
 Retrieval  Retention and
 Presenting new transfer
material
 Providing learning
guidance
 Learning Retention

 Hear it
 See it
 Say it
 Do it
 Teach others
 Adult Learners .

Are autonomous and self-directed.

Have a foundation of life experiences
and knowledge.
Are goal-oriented.
Are relevancy-oriented.
Are practical.
Need to be shown respect.
 Tutoring self-directed learners

Self-directed

Involved

Interested

Dependent

Authority Facilitator
Motivator Consultant
GROUP DYNAMIC
Definition
Group dynamics - group processes
 Forming = First stage

Initial stage
Members seeking safety
and protection
Superficial contact with
others
This is when
a group
comes
together for
the first time.

The teacher
can help by
facilitating
introductions,
using ice-
breaking
tasks, and
explaining
the tasks and
purpose of
the group.
This stage is when the
group is actively trying
to carry out a task and
there may be conflict
between one or more
group members as the
group sorts itself out
and becomes more
functional.
The teacher can help by
clarifying and reflecting
ideas, smoothing over
and moderating
conflicts and acting as a
 Storming=second stage

Formation of dyads and

triad
Deeper sharing of self
Continued attention to the
subgroup creates a
differentiation in the group
The group begins to
share ideas, thoughts
and beliefs, and to
develop shared norms
(group rules).
The teacher can help by
clarifying ideas and
ground rules,
encouraging more
reticent people to
participate and moving
the group towards its
purpose.
This is when the
group focuses on
the activity and
starts to work
together as a team
to perform the set
tasks.

The teacher’s role

is to keep the group
focused and to
encourage and
facilitate as
necessary.
 Key in Group Dynamic

 Creating group cohesiveness

 Participation
 Communication
 Developing and building
group synergy
 Understanding the team
 Some of the aspects that help to make
small group teaching effective

 building on and relating activities to learners’ prior

knowledge and experience
 relating to the perceived learning needs of the
participants
 involving active learning and participation
 enabling group interaction within a positive group
atmosphere
 adherence to group goals
 cases that promote critical thinking and problem solving
 being clinically relevant and applicable to practice
 facilitating the integration of knowledge and skill
 cycles of action–reflection
 allowing the acquisition of technical skills
(de Villiers et al., 2003; Steinert, 2004).
 Good group dynamic can develops:

 Interpersonal skills
Communication skills
Social teamworking skills
Presentation skills
 Role of Student

Use good communication skills:

Actively participate and share all relevant
information
Clarify unknown terminology and use specific
examples when speaking
Explain reasoning and invite feedback from the
group
Listen and check that one heard correctly
Explain what one wants as well as why it is wanted
(Schwarz, 2002)
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