Hi William! Thanks so much for your example. It does create a win-win situation. On a parallel note, in a non-military classroom, having a younger student assume the group leader role may have the same effect. I know there have been significant changes in the military with the growth of "servant leadership" among other initiatives. I would be curious to know what other changes you have seen that have affected leadership in general, and specifically in the classroom or training ground.
Jay Hollowell
ED106 Facilitator
At our institution we teach courses with both officer and enlisted personnel in the same class. One of the ways we maximize learning opportunities in a military environment is to pick a more junior individual to be in charge for a group project. That prevents groups from simply following the lead of the senior person. It today's military (as well as in most of your classrooms I'm sure), there are incredibly talented people at all ranks (and positions) that often have great ideas. Putting the junior person in charge and monitoring to make sure that they are not overwhelmed or being run-over by a more senior person allows them to grow immensely and has the added benefit in having even the most senior leaders see the value in their folks.
The "quiet" students become active participants during the group activity and sometimes this continues when the assignment is over and the student will now partcipate in class.
I have not yet ha experience with student learing groups. I have a small class, only 7 students. I like the suggestion in this forum to assign a task to a small group of students,and once they have checked off, let them teach the next group.
rebecca
My entire class is based on group interaction in a production kitchen in the culinary arts program. Outcomes from these groupings are a sense of individual accountability, peer review, teamwork, and complex social dynamics that mirror the industry. It also allows them to apply what they have learned in various problem-solving situations.
In my first module teaching I found that some of the students wanted to do all the talking and planning. I did assign a group leader who never seem to step up to the plate. I think that was my first mistake. I also found it was a time to socialize. I have to admit it was the same students throughout the course who caused problems. I would approach group activity much different this time around.
By using groups the end result is usually far superior than the submission of an individual project.
I have found students "buy in" to the content better. Often these groups allow opportunity for those less outgoing individuals to step outside the box of feeling the pressure of learning alone and enjoy using their cohort as a tool.
student learning groups have shown to be a very useful tool in teaching,they open students to different points of view,an reasearch among students in learning groups has proved to be beneficial to instructors.Some students can relate sometimes better with students then with instructors.
Students were able to share ideas effectively and utilize the best possible solution to answer the question at hand. The process allowed students to think on a higher level and to challenge each others responses by giving a precise reason to their decision.
Dividing the class into 4 groups to do reaserch on Asthma and its financial impact on the health care in this stateproved very enlightening. Each group was assigned a segment of the main topic. Such as, cost per hospital visit, cost for medication at home, number of lost school days, and number of fatal outcomes.
A sense of camraderie can be instilled, making the individuals want to succeed for the sake of the team. Individual goals become common ones with every member having a stake.
As for student learning groups in my experience for online teaching they do not seem to work very well. In a classroom setting they do work because they physically interact with one another at the same time and place. However with online teaching I find that there are many barriers when it comes to group work. This is due to differing schedules and barriers in communication. I do support the idea in a traditional setting which I have used before to start group discussions. This has worked especially well in conversing with students and finding out what they think of key topics that have extreme point of views. However if students request working in groups online, I do assign groups if that works for them, but it is not required in my class.
Note: in parts of the lesson their are conflicts.
One conflict is in the number of students reccommended for groups; one slide says 5-6 students, another slide says 6-8 students.
Also, the lesson speaks of formal and informal groups. The last question of the quiz has an ambiguity to it. Informal groups can be made for short term activites, dissolved upon completion and new informal groups can be formed. Perhaps at the next class session per the definition of informal group. Formal groups, it is emphasized should not be dissolved or changed. the first answer could match informal groups, the fourth answer is in re: to formal groups.
Grading satisfaction amongst students is a challenge in group projects. I have used a system that weighs three "ratings" for an individuals score within a group. A score for the overall project of the group, a score for an individuals portion of the work, and a score that the students give themselves for their contribution to the overall work.Other group member evaluation of individual members performance.
Overall Project Score 25%
Individual portion score by instructor 25%
Students self evaluation to overall work 25%
Group members rating of individual team member 25%
Have actually been shown much appreciation of students over the last sixteen years. They really hate being given one group score. they enjoy the group dynamic (except with a non-participant)be want the individual attention and score.
When using student learning groups, one of the most beneficial outcomes I have experienced is the overall development of student language and confidence. Whether working with adults or children, they do not always have the strongest verbal communication skills. Due to the fact that understanding how to interact with others is vital in today's global economy, teachers need to provide students with a safe and encouraging learning environment. As a result, by using student learning groups, students will be able to work with their peers in a way that is much more natural to their learning styles.
Shy students interact better in smaller groups but you have to monitor the group to be sure everyone is participating
I agree with you. It makes the initial or introductory group meeting or assignment very important. You want all in the group to participate and leave no one behind.
Agreed - it is very interesting to see how much more productive a 25-year old, or group of 20 somethings can be, as contrasted to those who are in the 18-20 age group. Clearly, a transformation takes place at 21 - and those who remain, or come back into an educational setting, are motivated.
Working in an online environment, I use a random approach to assigning groups. For example, every 5th or 6th name, etc. I have had success, because each group, somehow, always finds a leader(s), a supporter(s), and followers that are willing. On occasion, I find a non-participant and they must get what is coming to them - so they will behave differently the next time they are in a group.
Naturally, if groups are for an entire term, rather than a specific task(s), the non-participant must be identified and raised up as soon as possible.
Leaders grow stronger. Those who 'enjoy' a supporting role, do that - but can be challenged to lead - at least a section. Those who might be, or want to be, non-participants, are required to step up and be a supporter or leader. While not perfect, I have found that group results are always (almost) better than individual results.
