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A SOCIAL PSYCHOLOGICAL VIEW

LARGE

GROUP INSTRUCTION

ROBERT

SCHUCK

Ilniversity

Southern California

School

of Medicine

One of the most widely discussed innovations in American secondary educat,ion

is team teaching-flexible scheduling. This paper is concerned with only one aspect

this many-faceted approach; namely, the grouping of students into large and

small groups for different types of learning activities. Specifically, the large group

will be considered.

The descriptive literature on these topics indicates three major considerations

for the organization of students into large groups:

Teacher considerations, i.e.,

the most efficient use of the best trained and

most effective teachers. (This includes the concept of the master teacher.)

Clerical considerations, i.e.,

the use of clerical help to facilitate the most

effective teaching by freeing the teacher from clerical work.

Curriculum considerations, i.e.,

identifying those elements of the cur-

riculum that can be most efficiently and effectively taught to large groups (Shaplin

Olds,

1964).

Analysis of the considerations leads to the conclusion that they are oriented

toward the institution’s administrative needs and that the student is not neces-

sarily directly considered. In Getzels’

(1960)

terminology, these team-teaching

considerations for large groups are based on the nomothetic dimension of the insti-

tution’s goals, the teacher’s role in the system, the institution’s expectation of the

teacher, and the teacher’s expectations of his function. Consideration for the social

and psychological aspects of the individual learner is notably lacking.

In such

situation, Wright’s

(1951)

concern for some kind of psychological

ecology of the classroom seems important. He stressed the point that the classroom

must be considered in terms of the (‘psychological habitats” that are brought into

the classroom and the behaviors to be expected from these habitats. This psycho-

logical consideration does not appear directly pertinent to the organization of large

groups. While it is true that the creators of team-teaching programs do consider

learning psychology in their program, the social-psychology of learning receives

far less emphasis. One prominent proposal (Bush

Allen,

1961)

has five learner

classifications ranging on a continuum from remedial to gifted students. This

conscious effort to provide approximately homogeneous groupings for learning

activities. But within the meaning of Wright’s concept of psychological habitats

one can assume that there are also social-psychological habit,ats which the student

brings with him to the learning situation. This is true whether or not this situation

be the traditional classroom with its many and varied activities or the new large

group structure with

limited range of activities.

By definition, social-psychology has a limited, even non-existent, role in the

large group instruction. The following functional definition (Bush

Allen,

1961)

bears out this point:

“. .

in large group instruction primary emphasis is placed on

presentation of material with

minimum of interaction

The purposes

large

group instruction are to conserve teaching time, to improve the quality of the

presentation,

make effective use of resource persons, to capitalize on special

SOCIAL

PSYCHOLOGICAL

VIEW

LARGE

GROUP

INSTRUCTION

297

talents of

staff,

to make efficient use of motion picture, television, and other audio-

visual aids, and to use efficiently equipment and facilities.

.”

This definition

fairly representative of the other team teaching approaches.

The reader should also note that the authors of most team teaching plans would

assure us that social-psychological factors are taken into consideration where they

are most obviously of primary concern-in the small group. This, however, is

exactly what we would like to consider. Are there indications that the social-psycho-

logical aspects of learning are also of primary concern in large group instruction and

are

important, perhaps, that failure to consider them might lead to the failure

of this structure to achieve its goal, the greater facilitation of learning?

THEORETICAL

FRAMEWORK

One of the salient phrases in the Bush and Allen definition of the large group

“a

minimum of interaction.” They, like many of the other creators of

team

teaching structure, consciously stress the need for a lack of interaction between

teacher-pupils and pupil-pupil in order to achieve the most efficient presentation

of material. This, then, is our problem: is this lack of interaction

self-defeating

feature that is built into the new systems from the very start?

Jensen

(1955)

stresses the need for studying the interaction of the members of

the classroom. He points to the close interdependence of personal needs and group

needs and to the fact that fulfillment of either depends directly upon the other.

Thus, unless there is effective social interaction between the members of the learning

group, learning problems may result.

An earlier statement of the same concern was given by Thelen and Tyler (1950),

who stressed the need for understanding the social effects of the group on the learner.

Their writings pointed out the need to examine and

understand the learner’s

frame of reference within the context of group values and the pressures of the

classroom situation.

The

Getzels

and

Thelen

Model

Getzels and Thelen (1960) have provided an admirable working model of the

social-psychological dimensions of the large group. Their Idiographic-Nomothetic

model of

social system

fits

our problem very well. The following is

graphic

representation of their model in which the bracketed terms are attempted relations

between the model and the school system using large group instruction.

Institution

-Role

,->

Expectations

(Local High (Student Involved) (Serious Note Taker)

School) Large

Groups

Social Behavior

(John Jones) (Strong, weak, (Affiliation, Dominance,

Personality

Need-Dispositions

School)

Introverted, or Achievement)

Exhov erted)

IDEOGRAPHIC

DIMENSION

According to this model every social system has

two

major facets: (1) the

institutional or nomothetic and

(2)

the individual or idiographic. The institutional

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