The constructivist paradigm offers the possibility for making group process central rather than peripheral to the teaching/learning experience. From this perspective, the teacher is a facilitator rather than an expert, the classroom is a dynamic group, and teaching is a form of groupwork. “Grounded discussion,” a teaching innovation developed from this paradigm, relies heavily on group process skills of the teacher/facilitator. Although clearly relevant to the teaching and modeling of groupwork in particular, it can be used across the social work curriculum.
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Mari Ann Graham; Teaching as Groupwork. Journal of Baccalaureate Social Work 1 September 2002; 8 (1): 83–95. doi: https://doi.org/10.18084/1084-7220.127.116.11
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