Grouping students
Except for very breif lectures(Key points and instructions)My current class is predominately lab activity. My students and I do mutual participation demos the first six days of the class. Students normally work in pairs during this period,if the pairings work well, I leave them alone, if not I will change a pairing. Most pairs work well with no modification needed, the students are made to understand that after the first six days,All graded tasks must be accomplished absolutely solo! This tack prevents "coat-tailing" as students know from the outset that they must understand,and,more importantly be able to perform graded tasks by themselves.This technique encourages active questioning as well.
What a great approach, Jerry!
So why do you think this approach works?
Keep up the good work!
Jane Davis
ED107 Facilitator
I feel that any grouping that will in the end help those to help each other is a good thing. When the teacher helps any student he or she feels obligated to understand even if they do not and that is not the case with other students.
One less barrier more learning.
I agree it is important to have a good mix inthe groups , what I usually do is watch everyone real close the first time around and see who gets it and who has difficulty with the project , then I place those who are fast learners and place them with the slow learns to help them along . It usually works , the fast learners like to help out .
Hi Stephen!
Teamwork occurs under the conditions which you describe - "by grouping students together for this activity they can start to bounce ideas off of each other and don't feel overwhelmed by themselves". The working together part of group work can be very difficult for some students and I believe those to be the ones that we often describe as the slacker. There is a place for that type of person in the workforce, but instructors have to help groups to understand the group process and it's importance.
Good job!
Jane Davis
ED107 Facilitator
It is difficult in a culinary situation to employ alot of the activities described in this module however, the culinary field is so team oriented that it is imperitive that we teach teamwork as often as possible. Teaching plated desserts is a great opportunity for me because often students look at a blank plate and have no idea what to do or where to place things. They get wrapped up in their heads and overthink it and end up presenting something less than desireable. By grouping students together for this activity they can start to bounce ideas off of eachother and dont feel overwhelmed by themselves.
Hi Richard!
I really like the idea that you let the group process lead the direction of the assignement and that you allow students to to voice their ideas and opinions. This is a very important soft skill that employers expect their staff to possess.
Keep up the good work!
Jane Davis
ED107 Facilitator
I currently have class sizes of about 30 on the average with 6 groups and 5 per group.
Letting them pick there own groups works sometimes but not other times..
Doing driveability diagnosis is hard enough on your own let alone teaching 30 at a time and having five different minds going in 5 diff. directions.... the most sucess I have is placing one student on lead per diagnosis.. they collaborate figure out which direction they want to go and if they can,t agree where to go then they call me over, I listen to each student see where and why the want to start where they do, discuss with the others in the group why they might or might not agree and then explain why to all of them that it might be the right place tyo start or not. we all see why at the same time and everybody gets to explain why they want to start they're particular way. everybody has input all there ideas are considered and they all learn why one way or location is better to start then another.
Similar to the prior two posts, I also teach culinary arts.
In my class- 99% of the graded work is individual. then we have a very small amount of class work (such as making stocks in the kettle), and team work.
I have approached teams in two different ways: assigning them, and letting them assign themselves to a group.
First of all- no matter what I let them know that in the real world they do not have a choice to who they work with.
When I assign groups, then I do it randomly- try to make a mix of ethnicity/ gender/ age, etc.
and then I will switch up the groups every so often. This way everyone has to work with other people who they may, or may not like.
When I allow them to make groups- I notice that certain types of people seem to clump together. Sometimes it is positive, sometimes not so much. (with the making teams- it simply has to do with which table/ stove station they are at)
When I notice problems starting to occur with team work/ or no team work/ cleaning, or whatever- usually I threaten assign them teams and put them with people other than their friends. Most of the time- that will rectify the situation.
I also make it a point to tell them that working with your best friend is always not the smarted work solution.
I teach Culinary Arts as well and I agree that there needs to be an element of grou work in every class as a kitchen must be a collabrative enviornment to be sucessful. I tend to teach at the end of their time in school and I really try to take a hands off aproach to the groups they form, but only after stressing the importance of leadership and professional respect. I also let my classes know that I will wade in and move poeple around, but only when they can not manage to leave their personal lives outside the lab. it is rare for me to have to do this, as they want to live up to the expectation that they are professionals with strong work ethics.
i teach culinary arts, grouping is the only way to teach this classes, it teaches the students to learn how to work as a team and depent on eachother to get good grades and achiving great quallity as a group.
Grouping activities are critical in the culinary industry as the students must learn how to work as a team, and achieve goals altogether instead of on a personal level.
After the demos they must interact with each other to build their projects or recipes.
Good morning Michele!
Do you find that a woman in a group helps with group dynamics? I find Women are less inhibited and will converse with other group members in a way that most men will not.
Good job!
Jane Davis
ED107 Facilitator
Must of my student work in pairs, just to be carefull if the parings work well.
Hi George!
Functioning in a group is an important work ethic employers are looking for.
Good job!
Jane Davis
ED107 Facilitator
I agree with that. Making sure the students function well in the group is very important in learning and enforcing that they can perform the task on their own as well as in the group.
Hi Barry!
I totally agree. The other thing that I try to consider is similar attitudes and behaviors where possible.
Keep up the good work!
Jane Davis
ED107 Facilitator
I also use pairing or small groups in my math classes. Pairing a student with good skills and someone who needs help is effective and the weker student enjoys learning math techniques that a stronger student finds useful and usually shows improvement in math skills.
Hi Ronald,
Good comment! For the most part mismatched partners have been disasterous for me as well, however, I have found that if the "right" mismatched are together, they both benefit. Really have to be intune with your students. What's your opinion?
Good job!
Jane Davis
ED107 Facilitator
Absolutely. If the grouping is working properly then progress is a sure thing. The only thing you need to watch out for is mismatched partners.
