I tend to think that utilizing the "Work-world" model would probably be the best approach. Businesses 'compete' for contracts every single day. The winners are the ones who have recognized all the parameters of the bid, and have actively pursued all the pros & cons of their design before submitting. That means internal organization, with everyone completing their assigned task, while communicating with their peers, in order to finish the project successfully. This model works well, due to the fact that it achieves desired results, with interaction from all parties. The end-result is best product, at the minimum cost, but with the maximum amount of planning. This would serve well in the classroom environment due to the fact that you, as the instructor, are literally preparing your students for the "Real World". I like to make 1 or 2 groups, draw straws for the leadership, and then let them go about the internal organization by themselves (with a little advice). Then I run the whole project just like large corporation, with constant input, and required progress reports & updates. Responsibility gets taken very seriously, early on in these projects, and the outcomes are amazing. Did I mention the effect this has on student-retention ???
Group activities allows mentoring of fellow students. Smaller venues allow shyer team members to be more participatory.
If it's a new class and you haven't had a chance to give the students a pretest to gauge their skills and abilities, then grouping them by last name is a fair way to go about it. If it's a class that you've had for a while and do know who the strong and weak students are, then you can really create diverse groups that will work well together. Having weaker students learn by working with their peers will be comfortable for them.
I organize students into groups based off of observing the student interaction within the class. I try to get the students away from their friends in the class and this causes the students to reach outside of their usual norms.
I generally organize into even numbers. This really helps to keep the students "on task" and when two of them are given a section, and the next two are given a section, in the end, they have to come to a conclusion that includes all of thier conclusions to a final summary.
Elise,
I like this approach as it eases them into the reality of working with individuals that I don't know & didn't select; something they will face in the work world.
Dr. Ryan Meers
I usually organize students into work groups by allowing each one of them to select a number or letter that determines the group they will be in.
I don't have the opportunity to use this technique alot, but when I do, I usually start with letting students pick their own groups first (people they are comfortable with). Then, the next time, I pick one student and ask them to pick their group based on 1 student they were in group with last time, and 2 new ones. The third time, I have them mix with 3 people they have not worked with before. You can also mix by personality types, opposite personality types, grades (mixing top students with lower ones), rows of students or sides of the class. I think all of them work because the students are being active and learning to work with and get to know other students.
William,
Yes, I'm not a huge fan of instructor selected groups, but sometimes they're a must in order to avoid cliques or other problematic groups.
Dr. Ryan Meers
I've seen people organize groups around where the students are seated - a sort of clusering. I like the times when students can self-select for a group based on task. They sign up for their interest area. Neither of these options guarentees diverse groups but I'm not sure instructor directed groups are any better even though it allows us to structure the type of people in the group.
Alicia,
That's a great strategy to keep things new & exciting in class as well as to help the students learn to work with a variety of people.
Dr. Ryan Meers
For my massage classes students are normally in groups of 2. I make them switch daily so that they get accustomed to working on a variety of people and to maybe pick something up off of another class mate.
Usually at the beginning of the quarter I organize students into groups by random numbering, e.g. I have them count off into groups. As the quarter progresses I get to know them more and can observe each students' strengths and weaknesses then I begin to group them by those strengths and weaknesses so that they can compliment each other. I've found that method has worked very well for me thus far.
Steven,
It is definitely an advantage when our students already know one another & can form their own groups based on knowing one another.
Dr. Ryan Meers
Yolanda,
I have found this to be a good learning tool as well. Also, this really does reflect the real work environment.
Dr. Ryan Meers
We organize our classes into 3 -4 member teams.
They each have a portion of an engine to work on and are responsible for the end result. I allow the students to choose their own team members.
By the time they get to me class, they have worked together in other classes and know who they can work with.
I have learned that organizing students by their strengths and weaknesses works best for me. It encourages the weaker one to speak out.
Steve,
I sometimes use this method myself. As I move along I also like to create groups with a true diversity of strengths & abilities so the students can get a feel for what it's like to work in a diverse group & to use that diversity to its fullest.
Dr. Ryan Meers
I typically have smaller classes, 10-15 students. I break them up in groups of 3-5 so I can have 3-4 groups in total. I let them do self-select a few times and then I assign them groups based on promoting the most interaction and learning. Weaker students are placed in groups with individuals who tend to mentor or coach.
Kathy,
Yes this method provides the greatest example of "real life." The only time I don't use this method is if I know their are some distinct abilities/talents that I want to make sure are spread among the groups.
Dr. Ryan Meers
