Abstract
Most commonly group work is taught by an integrated model that includes four methods: didactic, observation, experiential participation and experiential group leadership. The article critically examines these methods, discusses theoretical, educational, practical and organizational criteria for integrating and sequencing them, and illustrates how to "tailor" a teaching method to accommodate students' needs and the constraints of the learning environment. The article is based on the author's experience in teaching advanced social work practice with groups in Israel and in the United States, exchange of ideas with colleagues, and a review of the literature.