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Effective Group Work In The College Classroom. Debra Dunlap Runshe. Webinar Objectives. By the end of this webinar, you will be able to articulate the benefits and barriers to group work. explore the best uses of group work. describe effective group facilitation strategies. - PowerPoint PPT Presentation
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Effective Group Work In The College Classroom
Debra Dunlap Runshe
By the end of this webinar, you will be able to articulate the benefits and barriers to group work. explore the best uses of group work. describe effective group facilitation strategies. identify strategies for handling “slackers”. develop assessment tools for group work.
Webinar Objectives
Cooperative learning is a systematic, active, pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal (Johnson, Johnson, and Smith 1991).
Collaborative learning encompasses a broader range of group interactions (Cuseo, 1992; Smith & MacGregor, 1992) such as developing learning communities, stimulating student-faculty discussions, and encouraging electronic exchanges (Bruffee, 1993).
What is group work?
(Bianco-Mathis & Chalofsky, 1999, pp. 31-2)
Small group learning is a teaching technique where small groups are used for the purpose of promoting more active and more effective learning through structured activities.
Team-based learning is a teaching strategy where a different course structure is created that enables a transformative learning experience.
When is group work more?
(Michaelsen, Knight, & Fink, 2004, pp. 4-5)
When used properly, team-based learning drives four kinds of transformations:1. It transforms “small groups” into “teams.”2. It transforms a technique into a strategy.3. It transforms the quality of student learning.4. For many teachers, it transforms (or restores) the joy
of teaching.
When is group work more?
(Michaelsen, Knight, & Fink, 2004, p. 4)
Benefits to Group Work
“students are simply more likely to internalize, understand, and remember material learned through active engagement in the learning process”
-Bonwell & Sutherland, 1996, p. 3.
“[when students are allowed to] talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations case studies, role-playing, and other activities-all of which require students to apply what they are learning”
-Meyers & Jones, 1993, p. xi
Active Learning Strategy
(Clement, 2010; Bianco-Mathis & Chalofsky, 1999 )
Research suggests active learning strategies more frequently engage students. lead to increased student achievement. enhance students’ metacognitive skills.
Why active learning?
After 24 hours, what percent of information is retained by students in a lecture environment?a. 5%b. 10%c. 20%d. 40%e. 50%
Retention of Information
(Sousa, 2001 )
Retention After 24 Hours
(Sousa, 2001 )Teaching Method
0102030405060708090
LectureReadingAudio-VisualDemonstrationDiscussionPractice by DoingTeaching Others
Student-centered teaching methods are “more conducive to significant learning, and more likely to increase memorization and learning transfer that professor-centered methods.”
-Pregent, 1994, 78Instructional strategies that engage student in the learning process stimulate critical thinking, and a greater awareness of other perspectives
-Halpern, 1996
Benefits to Group Work
(Bianco-Mathis & Chalofsky, 1999, pp. 26-7)
“Students who are well-versed in the skills of cooperative learning-skills like active listening, effective communication, consensus building, and conflict resolution-are better able to solve challenging problems, formulate clear and cogent opinions, and produce first-rate work. Moreover, as the workforce of the future, students who can understand and work effectively with their peers hold a significant advantage over students whose academic life is marked largely by independent seatwork.”
Benefits to Group Work
(Silver, Strong, & Perini, 2007, p. 183)
Benefits of Group Work
http://www.youtube.com/watch?v=5a7hP9doTBg
Barriers to Group Work
Student resistance to active learning Unclear expectations Dominant students Non-participatory students Poor interpersonal skills Poor team process skills
Barriers to Group Work
Barriers to Group Work
http://www.youtube.com/watch?v=rUSN8vHRB-A
Best Uses of Group Work
Brainstorming Problem solving Role-playing Case studies Peer teaching
Best Uses of Group Work
(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)
Brainstorming Problem solving Role-playing Case studies Peer teaching
Best Uses of Group Work
(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)
Brainstorming Problem solving Role-playing Case studies Peer teaching
Best Uses of Group Work
(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)
Brainstorming Problem solving Role-playing Case studies Peer teaching
Best Uses of Group Work
(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-4)
Brainstorming Problem solving Role-playing Case studies Peer teaching
Best Uses of Group Work
(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)
Learning new content Peer review Checking homework Test preparation and review Presentations and projects Labs and experiments Drill and review
Specific Learning Applications
(Johnson & Johnson, 1999)
Research suggests that cooperative learning, learning in groups, need not be used all the time to have positive effects on student achievement, rather it can be used as a supplemental technique, e.g., as a student-break between
segments of a lecture or a jump-start for class discussion, or as a
format, it is useful for social and subject-matter ice-breakers, experiential learning activities, cases debriefing, foreign language proficiency exercises, problem solving exercises, classroom assessment techniques, and help and review sessions
Effective Use as Secondary Pedagogy
(Nilson, 1998)
Communication tools (email, discussion, chat, andweb conferencing) can be used for Study groups Collaborative learning activities Group problem solving Group discussion
Online Applications
(Chickering & Ehrmann, 1996)
Examples of Group Work in Class
http://www.youtube.com/watch?v=5a7hP9doTBg
Effective Group Facilitation Strategies
Positive interdependence Face-to-face promotive interaction Individual accountability and personal responsibility Interpersonal and small group skills Group processing
(Bianco-Mathis & Chalofsky, 1999, p. 31;Johnson & Johnson, 1999; Nilson, 1998)
Effective Group Facilitation Strategies
(Johnson & Johnson, 1999; Millis & Cotrell, 1998; Nilson, 1998)
Match group size to activity informal activity (2-4 students) formal activity (4-6 students)
Set intermittent deadlines and offer continual feedback Include self and peer assessment Assign differentiated group or individual grades Maintain the groups for the duration of the semester Avoid forming groups which have only one woman or
one minority
Effective Group Facilitation Strategies
Group work is successful when advance planning takes place.1. Students are divided into groups for each specific
activity.2. Time frames must be stated and followed, and be
generally short.3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals of the group work.
4. Group work must be monitored.
Effective Group Facilitation Strategies
(Clement, 2010, pp. 88-9)
Group SelectionMethods for selecting group members student data sheet interest/knowledge/skills checklist learning style inventories structured lineup process corners three-step interview playing cards
(Millis & Cotrell, 1998)
Group work is successful when advance planning takes place.1. Students are divided into groups for each specific activity.2. Time frames must be stated and followed, and be
generally short.3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals of the group work.
4. Group work must be monitored.
Effective Group Facilitation Strategies
(Clement, 2010, p. 89)
Time Frames for Group Selection
(Millis & Cotrell, 1998)
Short-term group selection criteria values or opinions convenience randomLong-term group selection criteria academic ability class/work schedule interest/skill level learning style
Group work is successful when advance planning takes place.1. Students are divided into groups for each specific activity.2. Time frames must be stated and followed, and be
generally short.3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals of the group work.
4. Group work must be monitored.
Effective Group Facilitation Strategies
(Clement, 2010, pp. 89-90)
Group work is successful when advance planning takes place.1. Students are divided into groups for each specific
activity.2. Time frames must be stated and followed, and be
generally short.3. Once the groupings are established and time frames
determined, the next key is clear expectation of the goals of the group work.
4. Group work must be monitored.
Effective Group Facilitation Strategies
(Clement, 2010, p. 90)
Large Classes and Group Work
http://www.youtube.com/watch?v=1J1URbdisYE
Using Groups: Tips and Strategies
(Bianco-Mathis & Chalofsky, 1999, p. 33)
Group Issues Features Strategy
Establishing groups
Size Most effective groups have 4 to 6 members
Assigningmembers
Homogeneous use gender, major, topic interestHeterogeneous use birth month, last digit of telephone
number, counting off by group size
Groupprocess
Facultytasks
Establish roles within group (e.g., facilitator, reporter, and recorder)
Be explicit and clear about group assignmentsBe explicit that all members must participate
Using Groups: Tips and Strategies
(Bianco-Mathis & Chalofsky, 1999, p. 33)
Group Issues Features Strategy
Groupprocess
Expectedstudentbehavior
Prepare all assignmentsAttend regularly and on timeShare ideas within groupBe a good listenerRespect others’ opinionsDon't dominate discussion
Using Groups: Tips and Strategies
(Bianco-Mathis & Chalofsky, 1999, p. 33)
Group Issues Features Strategy
Groupprocess
Conflict Some conflict is desirable, allow students to disagree and argue about ideas, urge reaching consensus
Some conflict is destructive if based on lake of respect, domination, or failure to contribute
Try to get the group to resolve the conflict themselves before intervening
In extreme cases the offending member may have to be removed
Using Groups: Tips and Strategies
(Bianco-Mathis & Chalofsky, 1999, p. 33)
Group Issues Features Strategy
Evaluation Grading Criteria must be clear and directly related to assignmentWill students receive individual or group grade?Allow student s to assess their own performance and
that of the group members
Facultyrole
ExplainEstablishMonitorFacilitateEncourage
Importance of group work to courseGround rules for participationGroup progressGuide, explain, suggest strategiesPerformance and conflict resolution
Resources Available Online
Other students find working with slackers to be frustrating due to a lack of indifference on the slackers’ part and THEY deal with them by ignoring them, including them, or confronting them.
Handling “Slackers”
(Myers, et. al., 2009)
Tips for Facilitators
http://www.youtube.com/watch?v=5a7hP9doTBg
Assessment of Group Work
Clarify expectations for collaboration. Describe grading criteria clearly. Assure workload is evenly distributed among
members.
Choose an activity that is important and relevant. Assess both the group and the individual.
Assessment of Group Work
Group Activities & Assessment
http://www.youtube.com/watch?v=rUSN8vHRB-A
Take care in the formation of groups-and keep the time frame for group work short.
Have a reason for group work and make the objectives clear. Assign roles and monitor groups. While groups need to present back to the class for
feedback, grade only individuals’ work. It is not fair to grade a student based on another student’s participation or work.
Don’t use group work every day or even every week. Use it when it fits a goal for your teaching and student learning.
Key Points to Successful Group Work
(Clement, 2010, pp. 90-1)
Pregent (1994, p.75) asserts that there is not one “best” teaching strategy and that the decision about which to use depends to a large extent on the following five factors
1. the nature of the students in the class;2. the subject matter;3. the professor’s personality;4. the physical and material conditions; and5. the targeted objectives.
In Summary
(Bianco-Mathis & Chalofsky, 1999, p. 26)
“The effective teacher selects the right teaching strategy for each lesson, based on the students, their backgrounds, and the material to be covered, and the instructor’s own comfort levels with teaching in certain ways. Group work is one way to get students to interact with the material. Grouping students for discussions, reviews, and brainstorming or problem-solving activities can be quite effective. As with any strategy or method, the true key for success is matching the goals of the lesson to the method that helps students learn.”
In Summary
(Clement, 2010, p. 91)
Thank you for your participation!
Debra Dunlap Runshe, Instructional Development SpecialistUniversity Information Technology Services
Indiana University-Purdue University IndianapolisInformation Technology and Communications Complex (IT 342H)
535 West Michigan Street, Indianapolis, IN 46202Phone: 317-278-0589
Email: [email protected]
Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University.
Bonwell, C.C. & Sutherland, T.E. (1996). Using active learning in college classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.
Chickering, A.W. & Ehrmann S.C. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3-6.
Clement, M. C. (2010). First time in the college classroom: A guide for teaching assistants, instructors, and new professors at all colleges and universities. Lanham, MD: Rowman & Littlefield Education.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
References and Resources
Johnson, D.W. & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. 5th ed. Needham Heights, MA: Allyn and Bacon.
Kuh, G.D., Pace, C.R. & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education, Research in Higher Education 38(4), 435-454.
Kuh, G. Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.
Michaelsen, L. K., Knight, A. B., Fink L. D. (Eds.) (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.
References and Resources
Michaelsen, L. K. (2008). Team-based learning: Small group learning's next big step. San Francisco: Jossey-Bass.
Millis, B.J., & Cottrell, P.G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco, CA: Jossey-Bass.
Myers S. A., Smith, N. A., Eidsness, M. A., Bogdan, L. M., Zackery, B. A., Thompson, M. R., Schoo, M. E., & Johnson, A. N. (2009). Dealing with slackers in college classroom work groups. College Student Journal. Retrieved from http://findarticles.com/p/articles/mi_m0FCR/is_2_43/ai_n31977584/pg_4/?tag=content;col1 on October 25, 2011.
References and Resources
Sousa, D.A. (2001). How the brain learns: A classroom teacher's guide (2nd ed.). Thousand Oaks, CA: Corwin Press.
Svinicki, M. & McKeachie, W. J. (2011). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth, Cengage Learning.
University of Colorado at Boulder. (2011). Group Work in the College Classroom. Science Education Initiative.
References and Resources
Illinois Mathematics and Science Academy® Web site: http://pbln.imsa.edu/
Maricopa Community College, Center for Teaching and Learning Web site: http://www.mcli.dist.maricopa.edu/pbl/
MERLOT Web site: http://www.merlot.org/merlot/index.htmNational Center for Case Study Teaching in Science. Web site:
http://ublib.buffalo.edu/libraries/projects/cases/case.html Sheridan College Institute of Technology and Advanced Learning. The Cooperative Learning Network. Web site: http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm
TLT Group. Web site: http://www.tltgroup.org/ Wisconsin Online. Web site: http://www.wisc-online.com/
Group Work Activity Resources
ALTEC at University of Kansas. RubiStar. Web site: http://rubistar.4teachers.org
Opened practices. Rubrics: Teamwork. Web site: http://openedpractices.org/resources?resources[]=rubric&outcomes[]=13
Reazon System, Inc. iRubric. Web site: http://www.rcampus.com/indexrubric.cfm
Rhodes, Terrel, ed. 2010. Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Washington, DC: Association of American Colleges and Universities. VALUE rubrics [download] Web site: http://www.aacu.org/value/rubrics/index_p.cfm?CFID=33835458&CFTOKEN=51692931
Group Work Rubric Resources