Today’s typical classroom presents teachers with an assortment of
diverse abilities, differing rates of learning, a racial mix, a
multi-age mix and other differences. Group work can be very effective
in using the varied skills and abilities of the participants, but can
also pose its own dilemmas. There has been plenty of noted success in
cross-age tutoring, using grouping to break down socio-economic
differences and to allow for styles of learning that can be enhanced
through peer interactions.
1. Know your options: Group work should go beyond: “Everyone picks a
partner!” Today, with all the variety of students in a classroom,
variety of grouping is a great tool to enhance learning. Consider
Pairing, Buzz and Voice Circles, Rotating and Snowballing Groups,
Jigsaw, Fishbowl, and Teams for different ways to change up the
students.
2. Structure the groups yourself: It may be easy to say to the class,
“get into groups of 3 or 4”, but soon enough the tendencies to be with
friends, or like-learners will form the groups without the real
benefits of meaningful collaboration. When you know your students
well, you can manipulate the mix to make it a meaningful experience
for each learner.
3. Use a cooperative learning dynamic for assigning work: When
everyone feels they are learning by contributing to the effort,
success is heightened. Assessment strategies for teachers can be based
on individual grades and group work. Draw on the group’s efforts to
deliberate and use collective decisions and experiences. Don’t let the
group rely on dividing up the work and patching it together to
present. Explain why the assignment will be done as a group effort,
and give credit for the process, not just the final product.
4. Provide reasonable guidelines: Be sure to use group work only for
lessons that are complex enough to require it. Involve the students,
and explain how the group will be a different way of handling the
assignment. Teach team building skills and help them define their
roles. Use class time rather than expecting the group to meet outside
of your monitoring. Avoid having the group spend a lot of time trying
to figure out what they should be doing by providing clear attainable
objectives.
5. Coach the group: Students sometimes think that the teacher doesn’t
have to teach or have as much work to assess with group work. Changing
this perception means close monitoring of the group, the workload, and
the process. Students need strategies for dealing with members who are
not doing their fair share. They also need structure on time
management and how to effectively resolve disagreements.
7. Develop group identity: Sometimes group members get started on
tasks without taking the time to deal with their identity as a
collective team. Encourage the group to be open, and to get to know
each other first. A few ice-breaker games will help personalities
emerge. Choosing a group name and even a logo makes members feel
cohesive. Members should be vocal about what they like and don’t like
about group work, and openly discuss past situations where group work
went bad. More commitment to the group will emerge.
8. Modify the assessment: Try to create a means to evaluate the group
assignment that isn’t all about the final product. Include the
student’s own ability to assess the steps taken by the group. Insist
on a timeline for the project and require the individuals to keep
track of their contributions. Teach students how to keep their work
authentic and use a plagiarism tracker to understand the pitfalls of
plagiarism.
Group work can be very rewarding and for some students, a favorite way
to work on assignments. We want students to learn to work and succeed
in groups because that is what employers need from their workers.
Teamwork is a big part of the workplace and working with others, even
ones they don’t like or ones with different abilities is a useful
skill to be taught and developed at school.
