I am always amazed at how creative my students are. I teach in Barbados and sometimes will have students do skits to convey an idea or concept. They come up with some REALLy interesting ideas. Not only serious 'bits' but also comedy help to reinforce the learning process. This method is not only entertaining, but encourages students to learn (and participiate) in a fun/creative process.
I totally agree with you. I am an American instructor in Barbados. My students are very bright. Sometimes, a student can convey to another student better than I can when it comes to concepts which are culturally different between our two countries.
Hi Paul! Thanks for your comments about student learning groups, particularly not using them all the time. True, it is one of the characteristics of an active learning environment, but just like any other teaching strategy, overuse yields ineffectiveness. I too have found that student learning groups do positively challenge students to think and participate as long as the roles, tasks and ground rules are clearly defined by the team.
Student learning groups work well for me, providing I do not use them too often. When done too often, I feel the students do not put as much effort into the learning experience. What I do find is that students are very inventive and really "think outside the box" when challenged in a group. It is also a way for students who are "quiet in class" to be more involved with their peers in the more comfortable setting of a group, versus a large class with a teacher presiding.
Hi Paul!
You're right, the latter things you mention are really workplace success skills that are more likely to get an employee promoted or, in the case of those skills lacking, terminated.
Jay, ED106 Facilitator
Aside from the things mentioned in this forum, I think that putting students in learning groups allows them to deal with things now that they might not have been ready for when they get into their respective fields.
I'm referring to things like people skills, management skills, team-playing, and the satisfaction of contribution to an end goal.
--paul
The last 10 years of my experience has been mainly teaching career people of all disciplines and backgrounds that have been motivated to earn an advanced degree, primarily in the business or manufacturing fields. These people come highly motivated and many courses were supported by the company they work for. As a result many of the students came to the class as a "preformed" team with a company goal already defined.
During the class instruction period, I would assign a "problem" or activity for the students to get practice/experience in using the course concepts and use a learning group organization for the students to use the concepts in a "safe" environment, try on the concept mantel where they could help one another, and present their deliberations to the rest of the class for constructive critiques.
I would determine the makeup of the learning group, either their pre-formed teams or a team that I would select, based on where the class was in the learning process. For concept foundation learning I might use a random selection of teams formed by having the students count off in numbers (say 1 to 5) and the same numbered students would form a team as one example, another would be to have small teams of 2 by having them turn to a neighbor in their seating arrangement (which usually meant working with one of their preselected team.) When the designed exercise was to work on a problem using several concepts or a more developed concept then I assigned the preselected teams to work in class applying the course concept(s) toward their company goal with me present to help with feedback on their deliberations.
in my experience, most of the learning groups are first initiated by the students when they encounter a difficult subject, or when they are practicing the training they were thought in class. I merely encourage and monitor the groups to make sure that the information being shared is accurate and hasn't suffered any "generation Loss".
It was interesting to see the recommendation of groups of 5-6, as I'm used to three or so. Good point about clarity of instruction to groups; it seems group exercises are the hardest to get working effectively! It was also interesting to see the limit on group activities to 30% of the grade; we've done classes with nearly 100%.
Hi Franklin!
Sometimes, as you reference, students naturally get other students engaged. I usually, when a learning group is formed, make sure that roles, responsibilities and expectations (from me and from students mutually) are all clearly defined; then I observe the dynamics to see how best the learning group can be utilized.
I know you have completed the course, but if you get the chance, could you communicate any tips or techniques you have used to create, and successfully implement student learning groups?
Thanks!
through groups i get students that would otherwise ignore the work to actually get involved in the current assignment.
Our class sizes are small, max 6 students. But occasionaly i will split them in groups of 2 or 3 to work on different tasks where each will be put together for one big picture task. When this is done, there is more student interactivity between students withing the group and between the groups when they review each others work.
PeAcE
Hi Joseph! Excellent example. I have found that career school students carry a great deal of passion about topics that are relevant to their issues and circumstances...having debates encourages the use of many different workplace "soft" skills such as critical thinking, problem-solving and presentation.
One question: In your mentioning of students participating in the debates using learning styles at their levels, which levels of learning styles are you referring to?
We have organized debate teams centered around a particular discipline, the energy displayed from a topic of interest a group of career students has chosen is incredible. All learning styles are allowed to participate at their level.
Hi Robert! This is Jay Hollowell, the facilitator of ED106. I am returning from business travel and would like the opportunity to respond to your posts. I will be back in touch by the first of the week, thanks,
Jay Hollowell
MaxKnowledge, Inc.
I belive I unintentially answered this in the previous discueeion
On monday, we pair off in groups of four. This is especially beneficial for the "informal leader" and the phlematic personalities. Furthermore, the students are able to discover their needs and an more efficient inroad to practical application. Rather than indure me, they have the opportunity to freely express their needs (not wants). We may "switch up" and do individual assignments. This is benefical for those who would rather study this way; however, the ultimate goal is not only to have everyone stay in their preferences but to learn the discipline of those forms of study that they must eventually endure. The ultimate is to prepare the students for those disciplines that will be required of them in their ultimatecareer fields.
Hi Christina!
Good response and an excellent question on assigning team member roles in a learning group situation. I might suggest, in reference to your question, that you do both. For example, have in your own mind the roles necessary for successful completion of a learning group task, then have group members come up with their own. Compare the two categories and integrate them with your suggestions. That way, students have defined their own responsibilities and have "bought-in," plus you have influenced them appropriately according to your learning outcomes. Personally, I'm an advocate of letting learning groups engage in trial and error (with some facilitator guidance on collaboration and consensus), therefore a real mirror of workplace reality.
I did find that groups will eventually find their strengths and as they discuss the topic a natural born leader will emerge from the group and then usually assign everyone a role. However, I believe that this is the part that even though they are assigned a job from within the group that it is not evenly distributed to where everyone has an equal share of the job; therefore, preventing the issues of someone did more than someone else issue.
Should I create the roles so they will know what to expect from each duty and then the group can pick from them so they be accountable or should I just let them create their own?
Hi Vickie! Very true!
In working with learning groups the instructor takes on the role of facilitator. He or she makes sure that the group members are clear as to expectations and objectives as well as roles and responsibilities, then monitors the process to keep discussions and activities on track.
I have found that if the results that the group are expected to achieve are clearly identified, and they are measurable, group performance is significantly enhanced.
What techniques have you used to keep students on track, particularly in activities like role plays and advanced discussions?
