My class has daily production assignments. Depending on the size of the class, the size of the recipe yield and the number of required items needed to complete the assigment, I change the number of students in the teams all selected at ramdom. I adjust as the requirements change, we have costs to control so a larger recipe yield, will have more students involved in the project
Hi Terri!
Sounds like you have a good approach to helping students establish groups. I continue to struggle with group work because no matter how hard we try to form the best groups challenges arise. I am curious how you grade students in your groups? I've never really found an equitable way because people are so different in so many ways.
The other thing that I have found is that spontaneous group work is much better received. What I mean by spontaneous is a one-day assignment that is completed in class and students present during that class session. I find students to be much more creative under these circumstances.
Any thoughts on my comments?
Thanks and keep up the good work!
Jane Davis
ED106 Facilitator
I have put groups together based on their diversity and experience. But recently, I have let students group themselves together and this has been working really well.
Most of the time I let them pick there lab groups. This works better for me for a few reasons. 1. If they have a problem with a fellow team member I remind them that they picked there teams thereself, and then remind them that out in the field you don't get to pick who you work along side of and that they would have to work there differances out just like in the real world. 2. Some students have already built some kind of relationship with one another and work really well with one another.
Nice. Simple and quick... allowing more time for the activity!
Jay
1.)Divide students into groups of 3-4
2.)Each member will have an assigned number to answer
3.)Individual will discuss assigned topic in their group
4.)Members will make comments & suggestions
I like to do a random distribution of students at first, and then identify any groups that are too one dimensional. I can then avoid any cliques that may have developed in prior classes
I have found especially when I have a large class, that you have your clicks and when you tell them to break up into groups, you have the same ones stay as a group and always seems to be 1 person left out, that no one wants. I will either just start assigning numbers to students number 1-5 and then tell them all number 1's are a group and so on. That way it is fair to everyone. Another way, is I will have a student draw blindly a number out of a bowl, to seperate them into groups. But to be fair, I do not let the students pick there own groups.
Dear Me. Hollowell,
Being in a culinary setting with a daily skills production schedule, I find that selecting student groups works well with a strong diversity of ethnic backround and culinary foundations, a diversity of student IQ statistic levels, a diversity of hands-on tactile capabilities, and finally a divesity in individual motivation and the strong desire to achieve. These mixed groups can share varied knowledge and expertise, motivate each other when needed, and prduce a finished plate that reflects all of them as individuals. This inforamal student group also works well as a "formal group" for the entire alotted course time.
Bobby
One thing I have done in the past is to allow the students to create there own group for the first task. I then take note as to who quickly connects and forms groups. The next task I assign the groups based upon my previous knowledge. It works as it forces students to work together regardless of friendship, it's more real life.
Assign goups, give clear objectives to be met, and assist and evaluate groups when needed.
I'm located close to a military base which leaves me with a unique demographic within most of my classes. Military spouses and single mothers, the former sometimes would be considered in the latter, at least temporarily, because of the active duty spouse being deployed. The positive aspect is problems within the group can easily be solved amongst themselves. On the other side, diversity is lacking with the exception of the one or two males in a class. I just find this unique and sometimes entertaining when it comes to class discussions.
Keep the number of students to a small group
Monitor students frequently
Arrange students into groups that have different learning levels - DO NOT place students who are "smarter" all in oune group. Have different levels of students mixed together.
Too often I let students group themselves, and it does become more social. Other times I will ask a strong interpersonal student to gather a study group together. I often try to get a faster student to help teach a slower student - and they both learn a different perspective. I love to see students teaching each other and encourage that in my labs.
I look at diversity, educational strength and weaknesses and personalities. If I put all silent students in a group yet they are all understanding the information that is given to them the end result may not show thier knowledge.
I like the ideal of counting off. Placing 1's with 1's, 2's with 2 etc. This usually works. However, I've used my role list of students also, attempting to direct attention to diversity.
Hi Joannie!
I like your approach of empowering students and then helping them to become part of an unknown. The unknown is what they what to deal with in the work place.
Keep up the good work!
Jane Davis
ED106 Facilitator
I look for diversity in my groups but still like to keep student's that have language problems in groups that can facilitate that language barrier. A good mix of student's skill sets allow those that need additional help to model themselves after the students that are more highly skilled. A good exchange always makes for a more interesting discussion. I believe everyone learns.
Have each student work on a different case studey. Discuss the issues. Report back to the class.
I organize students two ways. During the first half of the quarter, I allow students to form their own groups. During the second half, I place students in groups based on my observation(s) of each student, their strengths and weaknesses. When students form their own groups initially, they feel empowered. I give them my rationale for changing the dynamics of the group and have found this to be a successful way to end the quarter and allow students to form bonds that they may not have formed if they stayed in their initial groups.
