by Qianlu Sun, Graduate Assistant, Reinert Center
Group work in the classroom can be both a challenging and rewarding experience. When done effectively, it fosters collaboration, enhances critical thinking, and prepares students for real-world teamwork. However, without proper guidance and structure, it can quickly devolve into chaos. In this blog, we will explore different formats of group work and practical strategies to conduct group work effectively, ensuring a harmonious and productive learning environment.
The ultimate goal for group work is to “divide the task and multiply the success”. Most of the group work which happens in the classroom is informal in-class group activities. The informal in-class group “alternates between time in groups, collaboration, interaction, and conversation… where something different happens cognitively in your brain.” (Keith Sawyer,2021)
There are several methods to bring group work into the classroom, and as an instructor, you can make choices based on the time requirement and the number of members.
Informal Group Structures
- Think-Pair-Share
This is the most often used method. You should have students think or write about a discussion question, then allow students to turn to a partner and discuss their responses. Finally, you can start a group discussion by having each pair share their responses with the class.
- Jigsaw
This method includes two kinds of groups. First, students form several “focus groups,” each group focusing on a different text or problem related to the topic of the class. After students have had time to learn and discuss the material within their the focus group, one member from each focus group joins an second group as a the “expert” of their focus group content. Once in the mixed groups, students bring their specific focus to a common task or problem, teaching their classmates about their focus group content along the way.
Besides the methods above, there are also multiple other formats to create informal group work in class, like Buzz Groups, Circle of Voices and Peer Instruction. You can choose based on your course types, course contents and the duration of the session.
Considerations When Using Groups
It is not always easy to form informal groups in an effective way. However, here are some of the skills you can take into consideration.
- Forming Groups: The Perfect Recipe for Diversity
The first step in successful group work is forming diverse and balanced teams. Encourage students to form groups with individuals from various backgrounds, strengths, and perspectives. This diversity promotes creativity, improves problem-solving abilities, and broadens students’ horizons. As a facilitator, you can either assign groups or allow students to choose their own, depending on the learning objectives and the nature of the task.
- Setting Clear Expectations: The Roadmap to Success
Before diving into the group work, provide clear guidelines and expectations. Outline the purpose of the task, the desired outcomes, and the evaluation criteria. This clarity sets the stage for a focused and purposeful collaboration. Emphasize the importance of active participation, respectful communication, and equal distribution of responsibilities. By establishing these ground rules, you empower students to take ownership of their learning process.
- Icebreaker Activities: Melting the Initial Awkwardness
Group work often starts with a sense of unfamiliarity and hesitation. Help students break the ice by incorporating fun and engaging activities at the beginning of each group session. Icebreakers encourage interaction, build rapport, and foster a sense of camaraderie. Activities such as “Two Truths and a Lie” or “Human Bingo” create a relaxed and welcoming atmosphere, allowing students to connect on a personal level before delving into academic tasks.
- Effective Communication: The Glue that Binds
Clear and open communication is vital for group cohesion. Encourage students to actively listen, express their ideas, and provide constructive feedback. Emphasize the importance of respectful dialogue, where diverse opinions are valued, and conflicts are addressed constructively.
- Role Assignments: Leveraging Individual Strengths
Assigning specific roles within groups can help capitalize on each student’s strengths. Roles like a facilitator, timekeeper, note-taker, or devil’s advocate ensure that responsibilities are distributed evenly and contribute to a more efficient and well-rounded collaboration. Rotating these roles throughout the project duration allows students to develop new skills and appreciate different perspectives.
- Celebrating Success: Nurturing a Positive Environment
Acknowledging and celebrating the achievements of each group is essential to maintain motivation and enthusiasm. Highlight outstanding contributions, creative problem-solving, or effective teamwork during class discussions or through written feedback. By recognizing and appreciating the efforts of students, you create a positive and supportive learning environment that inspires continued growth and collaboration.
Group work in the university classroom offers invaluable opportunities for students to develop essential skills for their future careers. By implementing the above strategies, you can create a dynamic learning experience that equips students with the tools they need to thrive in collaborative settings. Embrace the challenges, harness the power of teamwork, and watch your students blossom into well-rounded professionals ready to tackle the real world.
References:
Group work in the classroom: Types of small groups. Centre for Teaching Excellence. (2023, March 10). Retrieved March 29, 2023, from https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/group-work-classroom-types-small-groups
R. Keith Sawyer (2021): The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent, Cognition and Instruction, DOI: 10.1080/07370008.2021.195821 University, C. M. (n.d.). Grading methods for group work – eberly center – carnegie Mellon University. Grading Methods for Group Work – Eberly Center – Carnegie Mellon University. Retrieved March 29, 2023, from https://www.cmu.edu/teaching/assessment/assesslearning/groupWorkGradingMethods.html
University, C. M. (n.d.). How can I monitor groups? – eberly center – carnegie Mellon University. How Can I Monitor Groups? – Eberly Center – Carnegie Mellon University. Retrieved March 29, 2023, from https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/monitor.html#:~:text=Observe%20group%20interactions.,the%20interactions%20within%20each%20group.
University, C. M. (n.d.). What are the challenges of group work and how can I address them? – Eberly Center – Carnegie Mellon University. Retrieved March 29, 2023, from https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/challenges.html
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