Assign a group project and monitor. Hands on spices up the lecture
Hi Rocco, and that, of course, is the "nature of the beast" so to speak - it's a workplace reality. Sometimes teams function effortlessly, other times only with close guidance. Your intervention strategies are excellent examples. Thanks,
Jay
ED106
Having a balance of deverse students, yet they click in the sense that ones weakness is anothers strength.
I've used learning groups in several different courses and while overall I believe they benefit the learning experience, the instructor has to be on task in managing them. Some of the challenges I confronted is that some students in the group complain that others are not completing their share of the workload, personality conflicts come up at times and group dynamics makes it hard for the group to successfully complete assignments. I don't know if there is a single solution to any of these challenges, but I usually will pull the group together to discuss my observations (or some of the complaints group members have voiced to me) and see if they can work it out. Otherwise, I intervened to assign workloads and get commitment on completions. Sometimes it works and other times it doesn't.
I agree with you whole-heartily that teamwork is essential and avoiding cliques. I stress teamwork from the very onset of the module and pair an experienced student up with a new-comer. Also, the biggest problem I find with cliques is they are unwilling to take on new members once formed and they shut themselves off from seeing another point of view.
grouping of students can be a powerful tool for both teaching and classroom management. However, without planning and careful thought, it can lead to loss of quality student and teacher time.
!!!Promote interaction and collaboration among students:
The best way to learn is to teach. Creating cooperative learning groups is a great way and a proved way to improve student learning and develop character. Encouraging students to discuss topics and assignments with each other. However, some students may interpret this as free time. Offer guidelines to keep them on track. Assemble various groupings of students so that they work with different students. As they become more accustomed to the format, we the instructor's can relax the rules. Also, encourage them to form study groups. Study groups have been proved as very effective learning tools.
In the field my students are being trained for, teamwork is essential. I feel group assignments help them learn to work with different personalities as well as work together to brainstorm and reach solutions. It also works well for me to use a group of six having three more experienced with their skills. They enjoy explaining/teaching the techniques they've learned and it helps to overcome the cliques that can be formed which can divide a class.
Student learning groups or cooperative learing has proven to have a positive spin on student achievement--along with the positive results--there are some environmental factors to consider--suchas clarity of assignments, a project rubrics, etc.
I have found that student learning groups are an effective way of dealing with one of our school's biggest challenges: the diversity our students have in background and skills. By placing students in groups, we facilitate stronger students developing their teaching skills, while giving teachers an additional route toward ensuring challenged students receive the education they need.
Learning groups really help more quiet students participate in my class. The only drawback as stated in the module is that students start complaining about group members that don't contribute to their project and I end up being a mediator at times.
I respected a coach named Vince Lombardi who stated "no one is above the team". I feel that teams function well when all are engaged and also supported by management. Gary
I believe that the most significant ouctome as well as challenge is group interaction. Groups help students to learn how to interact and cooperate with each other in order to achieved a common goal. This also poses a barrier in that you have many diverse personalities working together.
Ome method that I recommend to keep groups on course and productive in interaction with the group by the instructor. Enter the group and observe the dynamics. Occassionaly, offer advise and direction if needed. If need be, serve as an arbitrator for problems.
When forming cooperative learning groups, there are a variety of positive aspects and challenges that may arise. As for the positives, the students are much more active participants in the learning process and they are given the opportunity to interact with each other. While this may not seem too important, such cooperative learning groups allows the students to develop their language skills, which will be vital in today's global economy.
While their are many strengths, there are also challenges that arise when using student learning groups. To begin with, one of the most significant issues facing such groups is the overall balancing of their creation. Many times, students are simply told to "get into a group" but these groups usually are not productive. In addition, having an effective student learning group requires strong classroom management skills on the part of the teacher.
Once the strengths and challenges have been reviewed, teachers must then look into ways in which they can help students stay focused. Although there are many ways in which this can be done, one of the most important group management methods is for the teachers to interact with each group while they are working. By doing this, the students are aware of the teacher's presence, thus staying much more focused.
Forming groups allow students the opportunity to work together with other s at their level attempting to achieve a common goal. This is a great way for students to develop skills for their organization as most times we are working as a team to accomplish the overall organizational objectives.
Great question and I appreciate everyone's posts so far.
I find that if the group project is designed well, students do see a higher return on their time invested than if it was an individual assignment.
The number one reason students dislike group projects is because of slackers or group conflict.
To minimize group conflict, I will usually have an "impromptu" class exercise where I assign teams. Rather than tell them why, I have them do an exercise (build a Lego model as a team; sketch and design a new building for campus, etc.) I'll offer a prize for the winning team and give them time limits in class. After completing the assignment, I switch direction on them and discuss team formation, group dynamics, leadership styles and project management. Then, I announce that their team is who they are working with for the duration of the class.
I have found that if you start with a team formation exercise, it breaks down the walls a bit more than if teams are left to meet outside of class on projects. I also find they have "ah-ha" moments about the team dynamics that creates more understanding later on the class-long project.
Thanks all! Hope this story was helpful.
Rick
I agree - but also feel that there will be circumstances where a student (or two) will decide to be a non-participant. When this occurs online, I direct the group to turn in their work, listing only the names of those who participated. I feel that it is important for both the participants and the non-participants to feel the outcome - and learn from it.
There's clearly a balance here. How much do you lead the group? You want the group to solve problems - which may create a variety of creative behaviors.
I do agree, based on the course content and student capacity, a certain amount of steps must be outlined. To me, that is a fair approach, but it depends on the type of course, student makeup, and course objectives.
I select my group members randomly - for instance, every 5th name, one from each row, etc. I ask the group to formulate their roles - to use skills efficiently, but I also ask for rotation, so a person is not forever 'stuck' as an analyst, an artist, a speaker,etc.
I have found that the random method produces better overall results than letting 'old friends' work together again.
I don't see students getting off track - after their introductions, so I allow for that time.
The reason I do not see much 'off topic' discussion is simply because there is no time. Even for students, there is so much demand on each of them (and us) that they are motivated to be efficient and productive - at least, that is my majority observation.
That's excellent. I too, have seen students that expect failure. I behave as though they will all achieve success - in the class, and just as important, beyond their education.
