Our students bring multiple perspectives to the classroom-diverse backgrounds, learning styles, experiences, and aspirations. As instructors, we can no longer assume a one-size-fits- all approach. When students work together on their learning in class, we get a direct and immediate sense of how they are learning, and what experiences and ideas they bring to their work. The diverse perspectives that emerge in collaborative ‘activities are clarifying but not just for us. They are illuminating for our students as well.
I think that the biggest challenges are focus and time management. When I give group work to my students, at times they have a hard time staying on task. They will instead talk about things outside of the assigned task. The first thing I did to help them stay on task was to give them the incentive of leaving early when they finish. This definately helped them stay on task, but it caused them to rush through the work. So to find as middle ground I check on the students work periodically to make sure they aren't rushing through things. In addition, I check their work and make sure it is done correctly before they can leave. If the work is not done correctly, I send them "back to the drawing board".
I try to involve IEP students with other students that don't mind helping. There are other students that see them as holding the class back so I try to keep them away from these students.
Thanks, Willie, an interesting point!
I might suggest, though, introducing a new team member to the group sometimes; true, it changes the group's dynamics, but also enables the group to practice revisiting the core objectives and ground rules as well as experiencing the diversity of someone with different ideas. It also can minimize "groupthink." It creates further grounds for practicing communication skills and, though it may be uncomfortable at first to the established members, can be productive in the long run and very realistic to what happens in the workplace.
Jay Hollowell
ED106 Facilitator
The teaching methods used to ensure students stay on course is to keep the group together, and do not introduce a new member to an established group.
Keep the project goals within the expertise of the group.
Hi Jay, an excellent example of helping to define the learning group's outcomes and keeping the students on track. Sometimes I have not only used an outline as a guide, but have presented an incomplete outline for students to finish together as they progress through the project. I have also presented something that is incorrect and had group members affect a solution by correcting or fixing the problem. Thanks!
Jay
ED106 Facilitator
