In my class I give some injections to do. the other half vital signs so that I can keep my eye on what all the students are doing.
I like to have a variety of students with different learning styles into a group.
In the past I have let students pick their own groups and have not had the greatest of success. The most common complaint is that one group member is not pulling his weight. In the future, I plan to let the students evaluate the fellow group members contribution and base part of their grade on that.
Adonis,
this is so true & when possible a mix of areas of study or even other types of diversity.
Ryan Meers, Ph.D.
Make sure you have a mix of different academic skill levels so that the students can learn from each others' knowledge base.
Generally I arrage my students in groups of 4's but it depends on class size. I allow them to pick their own groups but each time I make them pick new group members. I feel it is essential for all students to interact with eachother and sometimes you have to push them a little more. Many times in class I'll have groups talk about the same topic and then when we discuss each groups thoughts I try to make points that although the class is very diverse many think along the same lines.
Depending on the situation, assigning groups can assist with the overall learning experience. For example, placing stronger "A" students with "C" students has actually motivated my "C" students to perform better and earn higher grades.
Obviously group size is dependent on class size. I choose the methods for organizing based on class dynamics. Often I will use the "random" method because it will benefit the student to have to work with someone that they are not as familiar with (not "friends") so it will improve their interactive skills. Other times I will let the groups fall together based on student preferences. This is beneficial sometimes when the students have to have a certain comfort level for who they are working with. For example, in veterinary technology when students are practicing clinical skills, they need to feel comfortable giving direction to the person they are working with. If it is someone they have had conflict with previously, or someone that they simply are not comfortable around, it can inhibit the learning process and create a danger to the "patient".
I like to set groups up by numbers. I have them number off 1,2,3 then 1,2,3 until all students have numbered off. Then I put all the 1's, all the 2's, and all the 3's. So in the end I have three groups of about four students in each group. This way the students feel like each group is on the same playing field.
I have used several of the methods mentioned in this course. I have used the random method by having students pick a card. I find that allowing the student to make their own group seems to work best. The students have associated with student in previous classes and have grown into natural groups. The leaders raise to the top and help maintain the group focus.
The provision of guidelines to function and ensuring that each student has a active play in the project or assignment is imperative to the groups' formation. Group, as I have oberved, ensures that each student participates and is judged accordingly.
I have graded using both group and individual grades. The group grade using a rubric is best for my purposes.The student know what is expected for success in a clear format.
Obviously it depends on a lot of variables. I teach in seminar style the variety of my class in physical space limitations, size, demographics, positions, and experience are extremely diverse. I have a number of demographic data in which I consider, i.e., how long of they held their current position(s), their personal objective(s) for taking the class, and other experiential base. We never use more than 8 in a group, but may run as many as 5 groups in case study fashion. The rubric is developed with group and individual tasks in mind and then graded along the same. The majority of my instruction is through qualitative information and allows for a very subject content. As such, the group and individual excercise requirements are usually binary / completed task or didn't.
There are several ways to organize groups such as random numbers, lottery, self picking by students, self assigning by instructor. Each one has their own advantages. I find that creating a group of similar styles forces the students to sit back or get involved more when faced with similar people. For example if I put an introvert and an extrovert together in every group we already know who the leader will be and who will dominate. When putting similar people together it forces them to work out a the process as how to get the goals accomplished.
Brenda,
I agree with you that we need to make sure we are flexible enough in our approach to the student groups so we are adaptable to the situation.
Dr. Ryan Meers
Linda,
yes, the designation of specific duties & tasks is a great way to ensure that all members are actively contributing.
Dr. Ryan Meers
The different ways that I have used to put students into work groups, has depended on the project. It is a course long project, I select the participants, taking into account new students, strong personalities, etc.
If it is just for a class activity, then I will either mix up the groups, or have them form their own groups. It really depends on the activity and the dynamics of the class.
I organize students into groups of four and each person is responsible for a certain part. This will ensure that everyone plays a role in the group project.
Depending on the size of the class, organizing them into groups of 3 - 4 usually works well.
It breaks up lecture time, gives them a chance to interact with other students and bounce off ideas with each other and learn by insight and self evaluation
it's depend of the deversity of the class and the number of students but i found out that smaller groups are better for lerning.Max of 3-4 students in group.
Rosa,
I agree that students can be allowed to select their groups when given parameters like you have stated here.
Dr. Ryan Meers
I always start the course allowing the students to choose their groups. This provides them with a sense of responsibility and ownership. I have a set of rules, very similar to the ones you covered in the session, and they know that I will separate them if them do not complete the tasks assigned. It becomes a challenge to them.
