I love them - some students hate them. I believe they help students develop problem solving skills that they will need in the 'real' world.
I encourage the group to manage themselves - but will step in if a content problem arises that they cannot work out.
I let the students know that I am always there, but will not do their work.
Students who do not like groups are often time constrained or had a recent 'bad' experience. I coach them to exert themselves to make their current group successful.
Students often feel as if everyone is not pulling their part in a group dynamics. It is important for the instructor to discuss group dynamics prior to the groups working together. When grading the instructor can allow the group/individuals to grade themselves, observe each individual and grade or give each group the same grade.
I find the student learning groups help developed a weaker student into a stronger student when the group is actively involved in the project assigned.
The challenges occur when I have a very slow student that can not keep up with the students assigned to the group. The student began to wander away from the group (extended bath room break, smoke breaks, all kinds of excuses to stay away from the group).
I tend to use the observation process to assess the classes involvement in the activity assigned. I will monitor the students and keep track of the different personalities in the group to insure they stay on track. I tend to place the accountability of progress on the students by making the group keep track of each other. When someone is not involved the team or group will notify me of the student’s lack of participation and I deal with that one student.
With in class or team term projects, I rarely, if ever, plan the activities that each group member will complete. I feel that that is part of learning/understanding how to work in a group. What I will do for in class projects is sit in with each group and facilitate or ask leading questions if necessary. For team term projects, I provide regular class time during which I float from group to group to assess progress and make suggestions when necessary. In addition, by providing class time, students can't make excuses about getting together.
The issue that I've found to be most challenging in student learning groups is that some members do not participate. For that reason, on assignments like team projects which are a significant part of a student's grade (up to 25%), I provide a team member evaluation to all students. In confidence, they complete an evaluation on each team member. Evaluation questions include: Was your team member available for group meetings? Did your team member do an equal share of the work? Did your team member return/submit materials to other team members in a timely manner? Knowing that they will be evaluated by their peers often helps motivate students.
The most significant outcomes and challenges to using student learning groups in the classroom can sometimes be diversity of those in the group, learning practices by the individuals in the group or personality clashes. However, a lot of the times, group settings can also be a tool to eliviate these negative situations.
Teaching methods to ensure student learning groups stay on course and are productive would be to clearly outline objectives and milestones. Work with each group to audit their progress and report if they are where they should be at that point in class. Monitor their group cohesiveness and check back frequently.
Hi Alan,
I have taken this approach to creating learning groups as well. I find it rather interesting how well students work together when they are paired accordingly. I believe that it even boosts their confidence because they are aware that their classmates are relying on their expertise. This dynamic can also inspire the less creative so that they too make significant contributions to the project. In this dynamic, most students want to pull their weight and make substantial contributions to the best of their abilities.
Hi Isaac! I taught at a technical (vocational) school for five years. In each of my classes, I had at least one group project. Often, I allowed students to makeup their own teams. I usually had them to do so during the first few weeks of class. This gave them just enough time to observe each other and make a sound decision about team members. I think that it is your call as to how you choose to create the groups. Depending on the subject matter, it may be feasible to place students in groups based on their diversed experiences. But, you can get backlash from this. Or you can simply allow them to create their own groups, which clears you of any backlash. Whichever you choose, it is so important to make it clear to them exactly how they will be graded (i.e. collectively or individually). I graded the students collectively (in rare cases some were graded individually), and I also allowed them to grade their team members. I merged the grades accordingly.
I also think that using student learning groups, in many ways, imitates the "real world." Most work environments require groups/teams to work together to discuss ideas, identify opportunities, solve problems, etc. As you suggest for the classroom environment and similarly in the work environment, creativity is enhanced and group/team members understand the importance of collaboration with others.
The most significant outcome to using student learning groups in the classroom is students are given an opportunity to make valuable contributions to the group based on their experience, which can boost their confidence. Also, they are likely to remain focused on actually completing the task because they realize that their classmates are counting on them. A significant challenge to student learning groups is the ocassional student (s) who may not want to continue with a certain group. Additionally, there is also the possibility that a group member may not pull their weight.
However, the faculty member can plan the activities that each group member will complete and ensure that each is given a task that requires them to consider and judge information that they will contribute to the overall project. By devoting time to planning the group project and the way in which each task will be divided among group members, the faculty member decreases the odds for distractive behavioral issues and increases the chances of students successfully completing the task.
I've used groups to get greater participation and also to get better results. Sometime creativity is enhanced when students collaborate and see how each other thinks.
In the online environment--I find students encounter a bit more challenges and obstacles in group settings than students in an onsite environment due to time zones, work schedules etc. So some of the strategies I have applied are as follows:
--Provide students the option to select their own team members but a due date for the selection is I do Keep the group between 4- 5 members
--I create 3 forums for the entire team
--I provide step by step instruction on how to use each forum so that we stay organized and on task
-- I break down the group project (such as Forum 1, Forum 2 etc) then I apply due dates for each forum
-- Late forums are not accepted yet each team member can move on into the next forum
I think that the most significant outcome to student learning groups is the understanding that the diversity of the students brings new ideas to the group. All students have some knowledge to share and this becomes apparent in a well-operating group. The most significant challenge is assigning the students within a group so that they can operate well. In every one of my classes, I assign a group term project (worth 25% of the overall grade) and, every quarter, I have students complain about this. Nonetheless, I stick with it because I think that the end benefit outweighs the challenges of the project.
In order to keep them on course and productive, I make sure to give teams time at the end of classes (typically every other class) to get together and review. I give them goals to reach: by this date, you should have chosen your topic; by this date, you should have decided who is doing what; etc. While the groups are meeting, I make sure to sit with them so that they know I am there to help if they have questions.
I think that this helps to put the student at ease with the class & other students. By working together they can utilize each others ideas & knowledge
Hello Ronald:
When I was going to college some of the instructors gave us the opportunity to evaluate our team mates. I agree with you by doing this you are not allowing any of the team members slack off.
Working in a team is helpful. Today most corporations require team work on a daily basis. If we as the instructors give them the opportunity to work with a diverse team it will make it easier for them to adjust in business world.
A students persona will normally guide them to the dynamics of teams. There is always a leader and a follower, a thinker, a person is is only focused on one issue (writing, PowerPoint, research etc) but the challenge is to get them out of thier comfort zone to try something new and actually "learn" a new skill and contribute. Some will fight you all the way to move out of this zone. I make the students evaluate the team members after the project, I make it a portion of thier grade for the project. I have had positive reviews for this type of grading. It keeps people on their toes during the team project.
Great post Ju'Ton!
I sometimes learn different approaches from students as well! They may have an unusual insight on how to solve a problem.
Tatiana
Joan,
I also think that 5 students per group is the maximum amount. It gives enough chances to everyone to participate.
Tatiana
Hello Robert:
That is a good idea to limit the number to five as a maximum. It seems the larger the group is the more chance there is for some of the team members to slack off and not do their part.
The best solution for different time zones is email and looking at the archieved chats. Technology can be a great aid in communication in todays world.
I try to limit the number of students per group to a maximum of five. I have students from all areas of the country and it is a challenge to get the group on task with all of the different time zones. I encourage the students to utilize the technology tools available to them for communication.
