One thing I've noticed that students often team up with students sitting near them if it's just for a day. For a long-term project I don't think that strategy would work well. Random assignment would probably get the least resistance. Frankly, there's a lot of student resistance to group work on this campus. There is serious mistrust of the process of counting on others for part of a grade.
I have often numbered them off as they are sitting in the classroom. This usually ensures that they will be with people that they don't always sit by. I usually end up getting good classroom interaction, because they end up working with students they wouldn't normally work with.
When a new class comes in and they are unfamilar with each other I try to find those who are a bit more outgoing and place them with those who are more shy. With guidance I let them learn about each other and participate in the group. If I notice someone in the group who is just listening and not adding I will go over and ask them questions about what they think. Often no one asks them and they are looking for an opportunity to "jump in".
I use the attendance roster to define the work groups. I will go down the roster and assign group number 1,2,3,4,5--1,2,3,4,5 and so on. It reduces student request to change team.
I cut apart comic strips and have the class look for their group by matching up the sequence in the comic strip. My class has fun with this and it gets everyone up and moving.
I usually use random selection. Students who are friends or in the same major tend to always sit together. Random selection lets them interact with other students who they would generally not associate with. Also the self and peer evaluations I have found to be more honest. Diversity definetly plays a major part in the group. Different backgrounds, work ethics and study skills yeilds more though provoking ideas.
One way to to let them pick their own groups.
You could have them pick a number.
Random selection helps because there is no favortism and no clicks be formed.
Hi Barbara! I do agree that random assignment works best because I've seen the "better" students align with other "better" students and the "other" students end up forming their own groups when they are in charge of the selection process. I have found that it creates an "us and them" environment which is not conducive for learning, in my opinion. I do think that it is also a great idea (as I believe was mentioned in a module earlier in this course) that students could be asked their life/career experiences and then, we as instructors, could look at assigning these individuals to groups of students that have not been in those 'real life' situations, thus enhancing the group experience. I am going to 'test drive' this idea in my classroom this quarter and will let you know how it turned out. I do like the 'group idea' in education but there is certainly a "science" to it! Perhaps, the "quiet and more reserved" student would be compelled to speak up if they have had a life experience that would enhance the group project that has been assigned for that class. I'm anxious to see how that unfolds! Will keep you posted! Heather Marcincin
I have usually allowed students to place themselves into groups. However, sometimes the students who are less capable get left out or those with lower ability and knowledge find themselves in the same group, while those who are more capable tend to gravitate into one group.
I found it much easier to change the students up a little in order to keep the group moving in a positive direction.
Depending on the size, I usually do a number thing and do odds and evens, usually keeps a "group" of friends apart.
I find that a lot of students have had bad experiences with group projects. There is always one who does most of the work and one(or two)that do nothing and leave extra work for the others.
To balance this, I've found that putting smart, motivated students together in groups and the other less motivated, slacker students in their own group. The good group has awesome projects due to a balance of power and abilities. The slacker group is forced to communicate with each other and hold each other responsible since no one person usually is the leader. This helps them actually get their projects done and have an appreciation for personal responsibility.
Hi Ron!
I really like the idea of having diversity in groups. But what do you do if you have a more homogeneous group students? How do you divide groups under these conditions?
Just a thot!
Keep up the good work!
Jane Davis
ED106 Facilitator
I try to get a diverse group of students, i.e. males and females, different cultural backgrounds, and different ages, so we have a good mix of different perspectives
Before counting out 2 or 3 times for pairing students into groups, I count and see what # my strongest students in class are going to be. If at all possible, I like to have these students in different groups. This adds some aptitude diversity in the groups.
One way to do it is to create groups with close to equal diversity. For example, if you have two older non-traditionals in the class with a lot of work experience, split them up and put one in each group. So on and so forth.
i will select the groups they will be in so they will get used to working with different people
For our first project I organized the work group randomly to show no favoritism and avoid social reasons for grouping together.
I try to group students equally by personality and knowledge of the material.
