Stephen,
this is so true, yet an area we often neglect. We cannot set up groups & then just let them run, we must be monitoring & giving feedback.
Ryan Meers, Ph.D.
Our courses deal in automotive technology. The lab format requires us to establish groups of 3 to 4 students. Since this gets set up early in the course, usually within the second or third day, it requires some careful planning up front. The next challenge is monitoring the groups constantly so each person is performing their own tasks within the group and not relying on group members to carry them through. You have to establish the work and grading criteria up front so each individual has a clear understanding of what is expected of them. Monitoring activity on an constant basis is a must and providing groups and individuals feedback of there progress will keep them on track.
Jacob,
yes, I think it is important that the students learn self-management, but we also must remain involved & check up on them from time to time.
Ryan Meers, Ph.D.
The only time that we (at the school I teach at) use groups most often, is when there is a project and they may have the duration of the term to work on it.
At the end of the first week I ask them to give me an outline of who will be working on what, each week they submit a check list/time line of the progress of the project. This helps me address those that are not staying involved in the project.
Donna ,
groups really are a great way of providing an opportunity for the variety of learners & personalities present in the classroom.
Ryan Meers, Ph.D.
When using groups you are able to create a environment for all types of learners. This encourages the quiet learner to get envovled with the "leader type" and together they mess for a good outcome.
Richard,
and this is a great lesson to teach them as we have all been in meetings where this happens. Help them learn good meeting management skills.
Ryan Meers, Ph.D.
It seems as though it is necessary to ensure the content and agenda is running as they can easily break into tangents and loose direction. I like to state the goals and objectives and monitor them to make use they are on track.
Sarah,
it does help them meet new people & also helps them learn the valuable skill of relationship building in a team environment. Something that will definitely benefit them in the work place down the road.
Ryan Meers, Ph.D.
I completely agree with you. I try to split "friends" up when working in groups. I have found a lot of the time the students that weren't "friends" in the beginning, are friends in the end.
Instead of having an in-depth discussion as time goes on, students get off topic and socialize, especially if they know each other very well or not at all.
claire,
these are all great techniques & I would encourage instructors to evaluate for which might be useful for them.
Ryan Meers, Ph.D.
Evaluating group work can be challenging in the face of student preferences for full control over their individual grade and faculty's historical reliance on individual grading procedures.
Pantiz (2003) provides a list of techniques that to some extent address both issues:
* teacher observations during group work,
* group grading for projects,
* students grading each other or evaluating the level of contribution made by each member to a team project,
* extra credit given when groups exceed their previous average or when individuals within a group exceed their previous performance by a specified amount,
* use of a mastery approach whereby students may retake tests after receiving extra help from their groups or the teacher, and
* the use of quizzes, exams, or assignments graded to ensure individual accountability." (p. 195-6)
Challenges of using student groups allow students to gain respect for fellow classmates and value other opinions. For some students it's a channel to challenge shyness.
Joseph,
is it possible to reduce the group size? This might help some in evaluating.
Ryan Meers, Ph.D.
Dayna,
this is definitely a challenge; I would suggest just having two groups & it's okay if they are only 2-3 folks each.
Ryan Meers, Ph.D.
The biggest problem I find is evaluating the contribution of each student in the group for grading purposes. I teach in 1-2 week courses and due to large number of students and limited time, there are often 10-12 students in a group and several groups working on their projects. any suggestions?
Amanda,
the changing of groups is a great idea. I would also consider assigning roles & rotating those roles at different times. This can help from the dominators from always taking over.
Ryan Meers, Ph.D.
I was wondering how you would suggest doing learning groups with small class sizes. My school has more of an open enrollment program that only takes 8 new students at a time. Once the students become more advance after the first 2 months of the 8 month program then they are put in with the larger group of students.
Like many others I believe that one of the biggest challenges is one person taking over and others slacking on the effort. I change my groups frequently to combat this problem. I am a new instructor so any other suggestions would be great!
