Using Student Learning Groups
I try to have the students follow an outline throughout the project, so that they complete certain steps. It is challenging for the students to not get distracted with socializing instead of learning, but if they continue to follow the outline, they can complete the project without going too astray.
I like the idea of an outline or task list for the group to make sure they have a way of staying on track and finishing all the work.
I would add a weekly "status report" including those tasks that are not on schedule and an explanation of why. This process helps the group identify those things that could derail their learning and then brainstorm how to get back on track.
Kristin Hayes
Projects with small groups, hands on learning through applications, changing the pace by introducing different media of learning - for example through technology.
What are the most significant outcomes and the most significant challenges to using student learning groups in the classroom?
What teaching methods help to ensure that student learning groups stay on course and are productive?
Using student learning groups assist the students to develop the team concepts that they can certainly apply in the real world. Requiring them to estabalish ground rulles that they must use as a road map during the learning team activities should allow them to focus on task while resolving poassible issues and conflict. Reinforcing to the students that each member will complete a learning team evaluation at the end of eack project where a member downgraded may not possibly earn the same grade as the rest of the team should establish fair and equitable grading system.
i really like to use group work but it is always a challenge to match the personnality types without having someone take over and having one of them do all the work. sometimes I might make them do group work but assign specific tasks within the group, sometimes i place the more challenge student as the team captain to empower them.
One of the most significant outcomes of group work is that students are oftentimes able to participate and contribute more fully than when in class as a whole, especially students who might not be normally inclined to. However, one of the challenges is that students have had bad experience with group work in the past and may be reluctant to give it a chance.
Ensuring a balance in the group is the first way to help them stay on course and productive. Observing the interaction of each group as group work is taking place will also enable you to see that everyone is participating effectively to the conversation.
Students need to work together to help each other become successful. When students work together they are learning more than simply the course material, they are learning about life. In life we have to work with many people who may not be like we are, and this is an excellant way to get them used to that concept.
I LOVE learning groups...I have a few classes which have 30-35 students in it. Out of each chapter I assign a section to each group and have them teach the rest of the class. They also give out handouts and lecture notes if they choose to do so and then at the end of their lecture they give a mini quiz...once everyone has presented at the end I give a quiz to make sure everyone understands all the material covered.
Learning the subject matter as well as developing teamwork and synergy.The challenge is making sure everyone contributes.
Monitoring the group through out the process to help insure they are on track and are all contributing. This motivates them as well as enhances their overall education.
The most significant outcome of using student learning groups in my opinion is the fact that it helps students to work effectively as a team to reach a common goal. Generally, one person will rise to the challenge of becoming the leader of the team, whether self appointed or chosen.
One of the greatest challenges in group learning is when you have too many chiefs and not enough indians or when the team has personality issues and cannot find the common ground. It is also a challenge when there are students who choose not to pull their own weight.
Hi T. Tanner, thanks for your observations. You're right - breaking a project into different parts is a way to keep students on track and more accountable for results. It also helps them see how all components fit together for a result and how some tasks or activities are dependent upon others. In essence, the process provides a project management opportunity - a great workplace critical skill.
Jay Hollowell
ED106 Facilitator
I am also learning breaking the project into different parts is a better way of keeping the students on track. It is human nature to want to wait for the last minute to do something. This process forces them to be accountable.
Group projects have always been troublesome for me. I have tried numerous approaches and each class section provides different results. I try to group students in like time zones, to facilitate easier communication, while at the same time I believe it is important to mix and match different learning skills to facilitate better learning for all. I have tried adding the groups on the first day of classes, and I have tried waiting until closer to the group project to allow for students to drop. However, below is the process I used most often.
I have a several step process:
1. Following up on the discussion from a previous topic, I always try to find out the knowledge level of the students at the beginning of the class. Knowing the information provides me with feedback on what group of five I should be in the same group. I ask them to address the following questions.
a. What time zone you live in.
b. What are you goals for this class?
c. What you plan to do so you are successful in this class
d. What do you expect from me and your classmates
2. Depending upon the class, I will assign specific tasks for each student, simply because students tend to spend more time socializing then discussing and time quickly gets away from them.
3. I have my students complete a group charter, listing their goals for the project and how they will overcome such obstacles as time management, plagiarism, non-attendance, and late submittals. They do not understand it at first, but as the project moves along, they get know why I have them complete it.
4. At the end of the project, I have them do a group evaluation.
a. What could have been done better?
b. How could your group improved communication?
c. What suggestions do you have for improved group projects in future classes?
d. This is all information that I can use to improve future group projects.
e. What grade would you give your group as a whole (participation, communication, cohesiveness)?
Many times, I get some unsubstantial comments, while others, I get some great suggestions that can really help better assist my students.
I will add that I used to do my evaluations by using a word document, and I think I was getting poor results because students did not want to be identified in their remarks. As such, I am going to try using a survey service where the results are fully confidential. It is just a thought and something worth trying.
In the kitchen we use the group dinamic as part of the class and it is also used in our industry. So the element of group work is relevant to our studies. I usally get mixed feed back becouse students want to be graded on individual dishes but I keep on relaying the importance that it has in our industry and by the end they come around and understand
The most significant outcome of a successful learning group is increased participation. Students are directly engaging the course content, establishing relationships with their peers, and gaining valuable experience with teamwork. With the pros come the cons, and in this case student learning groups can be faced with big challenges. Some obvious challenges that groups face are confrontations that result from different personalities and opinions. Confrontations can cause major friction in the group dynamics and lead to decreased productivity and student satisfaction. Overall, this can have a negative effect on student learning.
The best teaching methods that can be used are, of course, student monitoring. Before this, however, a clear outline of the project must be presented by the instructor. By continually monitoring the situation, the instructor can put out any small "fires" before they become unmanageable.
I teach Business classes and utilize group discussions and projects routinely. For the most part, most students eventually learn to enjoy working in groups once they overcome the idea of working with strangers.
The most significant challenges to working in groups that I have encountered are as follows:
1. The accidental chance that one group has certain individuals with significantly more talent than the other groups may creat resentment.
2. There is always someone in each group that is the "loafer" and does not carry their own weight causing the others frustration.
3. Occassionally, there exists personality conflicts you as the instructor are unaware of that can significantly affect the group's effectiveness.
4. Group work can be affected by the ability of students to meet outside of class sufficiently due to work schedules, logistics of where members live, etc.
The teaching methods I employ to ensure the groups stay on course are to require each group leader to submit timely status updates. This enables me to ensure they are tract in regards to subject matter and time tables.
I agree that this can be a useful tool providing that the instructor places the right mix of students into the group. We all know if the group is a bunch who are always goofing off or not paying attention will only bring down the groups assighment. We do not use much group work at our culinary school. I can see this working in a traditional classroom.
Glenn
I find one of the challenges to be the time necessary to meet in groups, organize and get the task done. Each stage of the group's work must be well planned. Sometimes it is also hard to keep students on task. It goes without saying that the work must be relevant.The assignments must fit my students'abilities and skills with a fair division of labor. One or two students must not be allowed to carry the load for the whole group.
One of the significant outcomes is that groups members get to know each other better and learn how to utilize their strengths and minimize their weaknesses to reach their goals.
Gloria,
I used this too when teaching basic composition. I drafted teams and had one person write the introduction, then each team member picked up the story a paragraph at a time. They went "round and 'round until the project was completed. The results were wonderful, funny, creative and astonishing all at the same time.
Have a great time doing this.
Thanks for sharing your ideas.
John
