When students start their studying at universities they would have a deal with such type of work as working in groups. Here they can find some useful information about it.
One of these types is the
group work of students at seminars, practical and laboratory classes. A great advantage of group form of training is mutual learning and deepening of knowledge, the formation of skills to conduct dialogue, discussion, to reason their thoughts. For example, the work of students in subgroups, mutual learning in pairs (dyads) of variable composition, as our long-term teaching practice shows, positive results.
Methodically properly organized work in mother groups gives all participants the opportunity to act, to practice cooperation skills, interpersonal communication (in particular, to have active listening techniques, to make a common decision, to resolve contradictions). Small group work should be used when solving a problem that is difficult to cope with individually. When manning groups, it is necessary to take into account the individual and psychological characteristics of students.
Among the active and interactive forms of education and upbringing, the important role is given by group training, which is most often used in the teaching of the social sciences and humanities and in the educational work with students. At present, the vast majority of non-pedagogical universities are studying the subject “Psychology”, students of the magistracy also receive psychological and pedagogical knowledge and undergo pedagogical practice. However, successful mastering of interactive teaching methods, including training methods, requires additional training of university teachers for this work. The material below will allow teachers, curators of student groups to effectively accomplish the tasks of achieving professional and personal growth of future specialists, using training methods that are quite common in foreign pedagogy.
Conducting all types of training sessions is necessarily connected with the following tasks: obtaining knowledge; formation of skills; development of psychological attitudes that determine communication behavior and perspective personality abilities; correction and development of the system of personal relations; support of individual manifestations of independence and activity of the individual.
The main part of the training is related to the task and content of the training and can be implemented using methods of discussion, brainstorming, role play, discussing a problem in a micro group, solving situational problems and more. Students can prepare by using literature and different websites. But it is important to use the
official source in such a case. The choice of methods depends on: the purpose and content of the training session; features of the student group; peculiarities of the pedagogical situation; professional and personal abilities of the trainer-teacher.
At this point, it is important to update the problem, to make it individually meaningful for each participant.
Training information material can be laid out in one block or divided into several logically completed parts, distributed throughout the training. The task of the coach is to assimilate information. For this purpose, it is possible, for example, to hold a mini-lecture, a conversation, an independent work of participants with didactic materials. The experience of conducting training sessions demonstrates the effectiveness of the assimilation of information in the process of group work.
In the main part of the training, a significant place should be given to the acquisition of practical skills (skills to choose options for activities, communication skills, decision-making skills, etc.). You can use brainstorming, discussing one problem with the whole group, developing games to master the decision-making algorithm or a new behavior strategy to develop these skills.
It is advisable to spend about some time on the final part of the
training. The tasks of this stage are: summarize the training; find out if the expectations of the participants have come true; to assess the change in participants' level of awareness and their emotional state (reflection).
Conclusion.
It is necessary to know that the elements of training sessions have a rather plastic structure, they do not have clear time limits and a mandatory passing order. They can be overlapped or run in parallel.
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