Asking for students to let you know who they do not want to work with, who they want to work with, or simply have the instuctor create the groups based upon diveristy. Otherwise, the groups may be working together from class to class, and if it works, don't fix it.
In a multi-national, multi-functional environment (25-30 studnets from 10-15 different countries, with land, maritime, and aviation backgrounds) and all having to think and interact in English (their second language), we strive to mix up the nationalities and backgrounds in order to establish a commonality. This prevents students from "hiding" behind their language (French students only interacting with French, Belgian, and Canadian students instead of all the others). It also "forces" the students to consider the capabilities and limitations that are outside their functional areas of expertise. We use the name tents (CEE 104) to place the students and an icebreaker to overcome their initial reluctance to not sit next to a familiar/comfortable neighbor. We've had great success.
Yes, Michael, I've had similar experiences with grouping students as you have. I now shy away from allowing students to pick their own group members, for reasons you suggest regarding the "less advanced students." This whole group formation process has quite a dynamic to it--it's a never-ending puzzle for me. Just because the more advanced students will tend to choose those members who will serve them best on any given task, thus depleting the pool of students who might adequately "teach" their peers during this process, I tend to actually count aloud numbers in the class in a seemingly arbitrary manner.
For example, if I have a class of 18, I will count out 1-6, three times, thus creating six groups with three members each. What I attempt to do in this process is to distribute the "more advanced students" equally around the groups. I believe that by doing so I will give the "less advanced" students an opportunity to be exposed to students who have successful problem solving skills, thereby creating a different kind of learning environment than one where only I am the "expert."
On a different, diversity note, I also try to create a cultural and gender-related mixture. For example, since my classes are comprised of 90% females, I try to spread the few males around the groups. But at the same time, I like to get the men together at least once--usually near the end of the term. I tend to subscribe, I guess, to the old adage "variety is the spice of life"...
I vary groups for each project based on strengths and weaknesses, allows students to learn from one another and build confidence
The very first time I break into small groups I let the students choose based on a specific group size I assign. The next time I ask them to form a group with people from other tables. Then, I begin using the popsicle stick random method. I write each student's name on a popsicle stick and choose the group members randomly.
Karen
I let them choose their own groups, and some times I tell them to group up with students they have not been in a group with and keep that pattern going every week. I think it helps them see what it's like to work with different individuals.
take an assesment of the students abilities and try to balance the groups diversly
I agree with you Michelle, using groups will help some of those quite students come out of their shells. They will also learn from each other's own experiences also. I can tell by your ideas and thoughts that you must be great instructor.
The way I have always done it is by using my attendance roster. I figure out how many groups I need then I go down the roster and assign a group number to each student. That way students can't think that I was trying to favor one group over another.
Hi James!
Organizing students into groups seems to present some type of challenge for instructors. I believe that it is because each time we have a class of new students, a different dynamic exist.
I realy like the idea of assigning groups by the 1-2-3 method. What's more, I like assigning groups on the first day so they start working as a group from the very beginning. I find that by doing this, students get to know each other while doing some minor group work, then when it's time for the BIG project they have jelled as a group.
Good work!
Jane Davis
ED106 Facilitator
Helps them to be diverse in learning techniques.
Some ways to orgainize students into groups is by assigning them to the groups. I like to have diverse groups, this helps the students that are quiet or don't speak in class able to mingle with other students. It helps the students learn from one another and get to know each and every one.
i agree it give a chance for the strong ones to actually help the weaker ones to understand the concept better
I always use random selection of groups in my classes too. Seems to work out best.
I always spend a few days getting to know my students and their strengths and weaknesses before putting them into groups. It is important that the groups have a good mixture of students that compliment eachother.
BEFORE I EVER PUT MY STUDENTS INTO GROUPS I LIKE TO GET TO KNOW THEIR PERSONALTY FIRST. I TRY TO BALANCE MY GROUPS BY NUMBER IN THE GROUP, HOW THEY WILL WORK TOGETHER. I TRY TO BREAK UP CLICKS AND TRY TO HAVE A MIXTURE OF ALL LEARNING TYPES TO MAKE IT EQUAL.
Examples of ways to organize students into work groups are: (1) Have students choose numbers for specific groups; (2) Students split up among themselves; (3) Randomly choose students on the spur-of-the-moment.
When assigning groups, I tend to make every effort to ensure diversity among the group. If there is a student who takes charge and "speaks" for the group, I will assign another individual to be the team leader.
This has worked for me as it enables the shy student to gain self esteem and realize their ability to lead; also, the take-charge individual takes on the role of observer and individual contributor.
I will try the "pick a number" thing. It should reduce the socializing...great idea, thanks!
I first let the students choose their own groups. I also group students based on their skills and leadership abilities.
I agree that positive reinforcement and feeling like a special or key part of the team can bring out the best in people. It's just hard to get management to see that point of view or integrate it due to time constraints.
