Digital tools can meaningfully enhance small group teaching by improving student engagement, collaboration, and access to learning. Whether you are making small adjustments or redesigning a session entirely, thoughtful integration of digital approaches supports inclusive, student-centred learning in any setting.
Below are ideas and practical tips to help you embed digital tools and inclusive strategies into your small group sessions, with links to examples, case studies, and how-to guides.
Students feel more confident and prepared when expectations are clear. Let them know in advance how to prepare, whether cameras will be required in online sessions, and what reading or software is needed. Leganto reading lists in Moodle should be used to share required readings, while pre-session tasks such as reflection questions, short videos, or practice exercises can be shared through Moodle. Provide materials at least three working days in advance gives all students the time they need to engage fully.
Accessibility is essential to equitable learning. For live online sessions, consider whether recording is appropriate so that students can revisit key points; for live in-person classes, providing detailed notes or follow-up summaries can serve a similar purpose. Asynchronous resources such as slides, reading lists, or discussion boards give students additional ways to engage with material in their own time. Always follow the Accessibility Guides and open a dialogue with students about how they learn best.
In small-group settings, you can create interaction in a variety of ways. Digital tools such as Microsoft Forms or Mentimeter work well for checking understanding and encouraging contributions in larger cohorts or online sessions. In smaller, in-person groups, activities like using sticky notes on a whiteboard or discussing a prompt in pairs or trios can be more effective. Breaking a group of 20 into smaller clusters helps reduce the pressure on individual students, while still giving everyone a chance to contribute and engage.
The other forums relate to the look and feel of them, for example, the "single simple forum" has no multiple topics, while the "each person posts one discussion" forum allows each user to post one discussion, which may be useful for determining activity completion criteria.
Online platforms such as Microsoft Teams offer features like auto-captioning and recording, which can support accessibility and inclusion during live sessions. Breakout rooms can also be used to create smaller discussion groups, but these work best when students are given clear instructions and a defined purpose for their activity.
Supporting student voice and choice means recognising that students have diverse learning needs and may benefit from different ways of participating. Encourage students to share how they engage best with content, discussions, or tasks, and be flexible in offering alternatives. For students with Inclusive Learning and Support Plans (ILSPs), consider reasonable adjustments such as extended time on tasks, alternative formats for submissions, or different ways to contribute in group work.
Smooth delivery helps remove unnecessary barriers and supports effective small-group teaching. For in-person sessions, familiarise yourself with AV equipment and ensure any materials or demonstrations run smoothly. For live online groups, check your audio, visuals, connectivity, and test features such as breakout rooms in advance, as these can be clunky without preparation.
Collaborative activities within Moodle
