the use of breakout groups as a active learning strategy in a large undergraduate nutrition...
TRANSCRIPT
The Use of Breakout Groups as a Active Learning Strategy in a Large Undergraduate
Nutrition Classroom
Dr. Genevieve Newton
Timetable
• 6 weeks: 2 lectures per week, with in class midterm = 11 lectures
• 3 guest lectures for continuity with 2nd half of course• 4 breakout groups in total
– 10 minutes working in small groups IN CLASS followed by large group discussions
– Large group discussions have ranged from 10-20 min, depending on level of participation
– Breakout groups timed to coincide either with end of modules or completion of more challenging concepts, with the goal of integrating ideas and solidifying learning
Feedback - Advantages
• Helped summarize and apply lecture material• Illustrates the big picture• Makes class more interesting/breaks up class• Interaction with peers/hearing other opinions• Helps prepare for exams – easy to study from,
forced studying in class, reduced study load come midterm
• Forces you to engage in class• Class discussion afterwards very helpful
Feedback - Disadvantages
• Awkward room to move around in• Some people not willing to participate • Students sitting spaced out• Sitting with friends encourages conversation• Sometimes not enough time/ too much time
spent on them • Hard to hear during large group discussions• Class size too large – would be better with
smaller group
Future Direction• More direct questions/less questions in each
breakout group• Keep 4 breakout groups in 6 weeks• Give people directions to get up and form
group• Hand in summary of ideas at completion of
class for participation marks• Slightly longer (15min instead of 10min)• Repeat student ideas during large group
discussion