Hi Stillman! Very true, sometimes a few students take the lead and do all of the work while other group members go along for the ride. Perhaps a way to deal with that is to make sure outcomes, ground rules, and group member roles and tasks are clearly defined and communicated. Then we may have to observe and monitor the situation at least during class time.
Thanks for all of your discussion points!
Jay
ED106 Facilitator
My experience with learing groups has been that to must of the time one or two students take charge and do all the work for the rest of the group.
I have experienced a positive learning environment in a group setting of experienced students (on the topic)with students that the topic is new.
The experienced students feels good about their experience and that they are helping another student.
The first time student feels comfortable in asking questions that they may not want to ask in open class.
Have found that as long as the group sizes aren't to big they seem to help each other learn. But when the gruop is to big some of the students like to depened on the other's to do it for them
I have found that when students get with other students, a stuggling student can "learn" from another student. The other student can say the exact same thing that I said during lecture and for some reason, it clicks with the student who was struggling.I have experienced this numerous times during my 6 1/2 years of instructing.
Most times student groups work very well. Be carefull how groups are assigned. I have found that if you let students pick their own group it usually does not pan out well.
You are right, teamwork has become a major componant of work with most companies, the skill is critical.
Hi Eva! You are right on point; this is an excellent example of interactive learning and a creative way to authentically assess application of knowledge - not to mention that building team consensus on an assignement, activity or issue is a critical skill in itself.
Thanks,
Jay Hollowell
ED106 Facilitator
I enjoy watching student learning groups interact. The most fascinating educational outcome that I have seen is students developing new ways to approach material through peer interaction.
Some of the best outcomes that I have experienced come from letting students find their own answers. I often have them interpret famous quotes relevant to the topic and then come to a group consensus on what it can mean to the class. When they read them, I can see how they are applying knowledge to topic.
Having been a member of a learning group while I was enrolled in a SPAS program at a local college, I had a spectacular learning experienceand learned to appreciate the advantages of being part of a team. I presently use some of the same principals in my course as my students and I work through the material at hand. All lab work is performed in groups that allow students to use each other as a resource and also ensure everyone can get their hands on the work. This has done a fantastic job of ensureing that each student learns at an optimal level. In my particular course, two students is the optimal size for lab activities due to the type of activities we are performing, but in the class four seems to be a better number. In lab, even though there are only two in each group, there are four at each table which gives them the advantages of a larger group without limiting their hands on participation. So as far as how big or small to make the groups, each instructor should consider all parameters and use what will give the greatest bebefits to their students. A little expermentation is a great way to find out what really works. My findings have come from several years of teaching. Even though things are working well, I have not yet quit looking for new and better methods of instruction.
Jay,
I've found that by putting students in small groups the competitive side of students come out. You've been to our school and and understand the we are about competition. By letting them compete they think. When they think they learn.
Doug
Great point, Donald! Groups can be comprised to be productive or a disaster.
Just curious, are you familiar with the group roles: initiator, contributor, summarizer, challenger, expander, evaluator and harmonizer? They tend to blend with the leaders, supporters and analyticals that you mention.
Thanks again for your participation in the forums!
Jay Hollowell
ED106 Facilitator
I have found that by getting to know the behavioral type of the students I have I can best set up learning groups. What I mean is, you can't have all A-type personalities in a group or nothing gets done because everyone wants to be the leader. It takes putting together groups with a leader, supporters, and analyticals, then suprising things happen.
Hi Ken, thanks for your comments!
Excellent strategy on putting students together in groups that may not know each other as well. In the case of the the student with more knowledge, that student, as you referenced, can be a great resource in supporting other students, encouraging them to give input, and helping guide the discussion and group activities.
Jay Hollowell
ED106 Facilitator
I have found that using student learning groups you allow more students to get out of thier comfort zone (i.e.) students that tend to stay only with other students they have bonded with. In doing this they get to experience new ideas and differant personalities that other wise they would not have learned. They may be in a class for 3 weeks and not even know who the other learners are. This type of learning is also good in pairing up students with differant knowledge levels and everyone can help each other in thier own way. A word of caution, if someone has more knowledge than the rest of the group they may want to take over. Be wary of this and help refocuss on the needs of the weaker students
Thanks, Ben, for your comments. I too have utilized strong students as anchors for learning groups; additionally though, sometimes I speak with the strong student leaders privately and ask them to let other team members take charge, depending on the situation; it's amazing what group dynamics will form during an activity; often other participants will emerge as leaders, particualrly if they are a source of knowledge about the subject.
Jay
ED106 Facilitator
I have tried to find the strong ones in the class and make sure each group has a strong leader to help the group through some difficult task.
Thanks Sidney! Varying levels of knowledge, ability and experience in a group certainly helps the group move forward together and support members that may be struggling a bit.
Jay
ED106 Facilitator
by trying to set up groups with a mix of student knowledge on the course,so that the students that are strong in this subject can help others that are not.
Hi Caridad! I too have found that students enjoy the latitutde of work and learning in the group setting. There are though, as you referenced, those that do not carry their weight - not fair, but certainly characteristic of the classroom and the workplace.
I think making sure the group members'roles and responsibilities are clarified and communicated, minimum expectations identified, ground rules established, and desired outcomes projected certainly helps, and it seems that group members will often use peer pressure to bring group members up to par.
Thanks again for your input!
Jay
ED106
