Ten principles for working in groups

Principles for Working in Groups

WHY?

WHEN?

When there is more than one solution

When discussion will benefit them

Different skill sets complement each other

ADVICE from the Experts…Faculty Focus Magazine

And some of our students of course

Online group work checklistPart 1: Preparation

• Students understand the value of both the process and product of the collaboration.

• Students have guidance concerning how to work in an asynchronous team.

• Group size is small enough to allow for full participation of all members.

• Course provides numerous opportunities for community building prior to group projects.

Online group work checklist:Part 2: Assignment

• Assignment is an authentic measure of student learning. • Assignment will benefit from collaborative work. • Students have clear guidelines of the expected outcome of

the collaborative assignment. • Assignment creates a structure of positive interdependence

in which individuals perceive thatthey will succeed when the group succeeds.

• Assignment is scheduled to allow adequate time for preparation and communication.

• Assignment is designed in a manner to allow students a level of personal control.

Online group work checklist: Part 3: Technology

• Students are provided with tools and instructions to facilitate online communication.

• Each group has a collaborative workspace within the online course.

• Students have technology skills relevant for asynchronous communication.

• Back-up procedures are in place to deal with technology failure.

Online group work checklist:Part 4: Evaluation

• Grading and/or evaluation strategies differentiate between the process and the product.

• Strategies are in place to monitor interaction processes.

• Clear grading rubrics are provided at the start of the assignment to guide student work.

• Self and peer evaluations are included in the process to monitor individual involvement andaccountability.

NOW A WORD FROM OUR STUDENTS

GIVE US SOME TOOL RECOMMENDATIONS TO HELP US MEET OUT OF CLASS

~JOSIE

REMIND US TO ALWAYS HAVE TWO OR MORE WAYS TO CONTACT EACH OTHER

~JUAN

GO OVER THE ROLES. IT HELPS TO KNOW IF WE ARE MISSING SOMETHING.

~LESLIE

CAN WE VOTE A MEMBER OFF THE ISLAND OR AT LEAST GRADE THEM IF THEY AREN'T

DOING THEIR WORK?~JENNIFER

DON’T PUT TOO MANY PEOPLE IN ONE GROUP!

~TAMARA

REMIND US THAT THE OTHER PERSON ISN’T ALWAYS THE PROBLEM.

~JAMAAL

GIVE US GUIDANCE ON HOW TO DEAL WITH “DIFFICULT MEMBER ROLES”.

~ANONYMOUS

CAN WE HAVE SOME BENCHMARKS PLEASE? DON’T JUST THROW IS TO THE SHARKS!

~MARIA

MAKE CERTAIN WE HAVE ENOUGH TIME TO GET TO KNOW EACH OTHER AND COMPLETE

THE PROJECT!~JON

• Davis, B.G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass (Excerpt can be found here: http://teaching.berkeley.edu/bgd/collaborative.html)

• Rothchild, J.D. (2010). In mixed company: Communicating in small groups and in teams/ Chapter Two: Groups as systems (7th ed.). Boston, MA: Wadsworth Publishing

• The Faculty Focus Series: Download available for members here: http://www.facultyfocus.com/free-reports/effective-group-work-strategies-college-classroom/

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