Small group activities
Jacques (2003) suggests that teachers have a range of choices available to them when working with groups. The sequence of activities is a strong determinant of learning, as is the way that teachers handle group processes and dynamics: sensitivity being one of the most important skills. Jacques also suggests that ‘imaginative management in the setting of tasks and the organizing of purposeful activities for sub-groups … can create a firm foundation for qualities such as openness, networking and proactive communication – important ingredients in the process of personal and organisational change’ (p. 21).
The Teachers’ Toolkit item (Small Group Activities) summarises a selection of activities. Some require more active facilitation by the teacher, while others require the teacher to take a back seat and allow the group process to determine events and outputs.