James,
it is unfortunate that sometimes adults don't always act like adults.
Dr. Ryan Meers
I have some classes with enough inattentive students, that groups need almost constant monitoring. If I happen to spend too much time with a particular group, others can spiral out of useful engaging activities. This usually results in a quick correction necessary, before I can complete my help with issues in the first group. Even though I teach at an adult level, I find I cannot always count on adult actions from my students.
Deb,
I agree that this is a nice feature when we can provide this time with us present. I also like to encourage my students to meet outside of class, just so they understand that you do have to sacrifice some time & negotiate meetings as a group.
Dr. Ryan Meers
Hank,
I think this is a good approach & one that also represents some real life situations. Many of my "real" group projects had different check-in points & certain portions or deliverables were due at different times.
Dr. Ryan Meers
I think it's important to allow the students to work independently, however it's also a good idea to be "present" and walking around the room for any potential questions. It also helps to stop at each group and ask them a question pertaining to the subject matter to keep them on course.
If I notice a group becoming disruptive or even "off course", I gently redirect in this manner until I see them returning to the subject matter.
Breaking a project into smaller pieces is one strategy. Have a group turn in an outline, then resources to be used, if it's a written project have the intro section due first, and so on. Another idea may be to have status reports due each week, have the group report to the class where they at in their project and what problems they are having. This could help all groups as there may be some common problems they could share a solution to. Have a different member of the group report each week.
I allow them some "free time" to get to know the group. Then have them stick to a check list.
THIS IS DONE TO ACHEIVE GOOD OUTPUT WHILE EXTRACTING CONTRIBUTION FROM EVERY ONE.THIS IS POSSIBLE WHEN EVERY STUDENT IS GIVEN A TASK AND ALL THEIR TASK ARE COMBINED TO MAKE AN FINAL EXPRESSION BY DISCUSSION AMONG STUDENTS
AND ALL STUDENTS ARE GIVEN A COMMON GRADE
OR GRADED AS PER EFFORT INDUVIDUALLY
I use the student groups often. The biggest challenge is at the start of the session getting all groups on task. Once they are on task it is easy to spot a group that is drifting away and deal with it.
Being very clear on the course objectives and what needs to be accomplished. Circulate and observe the group dynamics. Be availbale for any questions that may arise. Step in on the groups if the students get off course.
Jason,
you are right that this is definitely a "dance" as we try to help them move forward but not interfere.
Dr. Ryan Meers
I like this thought. I've found that when I just let them go for the wholetime they accomplish far less than when I come over and help stimulate discussion from time to time. My biggest fear is stepping in and taking over, so I try to keep my comments short and priming rather than long and ending the discussion.
I have always found that the "Roadmap" approach has been a great device for students and instructor. Checking off what has been accomplished as we go through the lecture/lab, looking forward to application and summarization while maintaining the budgeted time.
Barbara,
I agree that by carefully considering the makeup of the groups we can help better ensure that they stay focused on the task.
Dr. Ryan Meers
It is important to continue to check the pulse of the group. What I mean by that, to make sure that you check in on the group to see that the group is working together for the sake of completing their task. Also it is important so that one person is not doing all the work and others are getting credit. Lastly it is good to make sure the group has a neutral party to ensure the information that is being provided gives all perspectives which can enhance the productivity.
A good mix of qualities among the student members will help keep the groups on course. A member who acts as a leader (or several) is needed to maintain the timeliness of step completion. A good group will self-disipline but the instructor can always ask for updates from the group, pointing out (if necessary) shortcomings in the development of their project.
My group projects (solving a microbiological case study) are very structured with a specific time line. The students have to turn in what they are doing the next week and why. I have not had any students fall behind. Also their group work is in lab where I can easily go to each lab bench and informally talk with them about their project. This is actually the best part of class for both me and the students.
Continual assessment both didactically and visually during lab sessions. Keeping them appraised of the status throughout the course.
Renee,
I completely agree with you. I also think it's important to have a method for evaluation for when groups meet outside the classroom.
Dr. Ryan Meers
The instructor should take the responsibility of monitoring all student groups - you move around them, provide a task list of what they need to accomplish, bring to the student's attention the time frame they are working within, and ask lots of questions. As instructors we have to be informed of what a group is doing and the progress they are making in order to offer suggestions and guidance.
