Why Student Group Work Does Why Student Group Work Does Not Work and What Can be Not Work and What Can be

Done About ItDone About It

Cathy Anstrom, Ph.D., LD, RDCathy Anstrom, Ph.D., LD, RD

March 2011March 2011

canstrom@olivet.educanstrom@olivet.edu

Group WorkGroup Work

The literature coins this learning process as cooperative The literature coins this learning process as cooperative learning (CL) students call it group work.learning (CL) students call it group work.

How do students feel about cooperative learning?How do students feel about cooperative learning?

If we spend time helping students understand this If we spend time helping students understand this learning process we may begin to see an attitude learning process we may begin to see an attitude change.change.

Instructors are very good at explaining the Instructors are very good at explaining the details of assignments but, leave the details of assignments but, leave the process for completing the assigned tasks process for completing the assigned tasks as groups up to the students. as groups up to the students.

The process needs to be taught as if it The process needs to be taught as if it were a part of the assigned task.were a part of the assigned task.

Samuelson (1995) noted that as Samuelson (1995) noted that as instructors we make a critical error instructors we make a critical error when we assume students in higher when we assume students in higher education have the abilities to innately education have the abilities to innately be contributing members working be contributing members working within groups. within groups.

What is Cooperative Learning?What is Cooperative Learning?

According to the literature cooperative According to the literature cooperative learning is one of the most effective learning is one of the most effective teaching/learning processes instructors teaching/learning processes instructors can use in the classroom to enhance can use in the classroom to enhance student learning.student learning.

It is not a technique but a active learning It is not a technique but a active learning process.process.Johnson, Johnson, & Smith (1998); Smith, Shephard, Johnson, Johnson Johnson, Johnson, & Smith (1998); Smith, Shephard, Johnson, Johnson (2005).(2005).

Primer on Cooperative LearningPrimer on Cooperative Learning

Social Interdependence TheorySocial Interdependence Theory– Interdependence is based on the idea that groups are driven by Interdependence is based on the idea that groups are driven by

common goals that can only be achieved if all members of the common goals that can only be achieved if all members of the group are committed to the task.group are committed to the task.

The essence of a group is the interdependence among The essence of a group is the interdependence among group members (created by a common goal) that results group members (created by a common goal) that results in the group being a dynamic whole.in the group being a dynamic whole.– This concept comes alive with Positive InterdependenceThis concept comes alive with Positive Interdependence

– Johnson & Johnson (2006)Johnson & Johnson (2006)

Where is the Disconnect?Where is the Disconnect?Some instructors in higher education are Some instructors in higher education are not aware of learning theories. not aware of learning theories. Instructors are content experts.Instructors are content experts.Even when these two statements are true Even when these two statements are true the literature advises that there is a the literature advises that there is a tendency for instructors teach the way tendency for instructors teach the way they were taught. they were taught. Cooperative learning theory is not always Cooperative learning theory is not always a part of the education curriculums.a part of the education curriculums.Onwuegbuzie & DaRos-Voseles (2004)Onwuegbuzie & DaRos-Voseles (2004)

How can we begin to learn to use this How can we begin to learn to use this process so we can then teach it to our process so we can then teach it to our students?students?

Progressive Refinement Procedure Progressive Refinement Procedure (PRP)(PRP)

20 to 30 hours of instruction into 20 to 30 hours of instruction into cooperative learning theory.cooperative learning theory.15 to 20 demonstrations utilizing the 15 to 20 demonstrations utilizing the methodology with different students in methodology with different students in different classes.different classes.10 to 15 coaching sessions10 to 15 coaching sessionsConcluding with years of practice.Concluding with years of practice.WE need to simplify the PRP!WE need to simplify the PRP!Johnson, Johnson, & Holubec, (1994)Johnson, Johnson, & Holubec, (1994)

The complexity of the process may be the The complexity of the process may be the reason for the lack of systematic use in reason for the lack of systematic use in higher education.higher education.

However instructors continue to use However instructors continue to use group work.group work.

Whether we use formal, informal, or base Whether we use formal, informal, or base groups – there needs to be an groups – there needs to be an understanding of the process.understanding of the process.

The process of cooperative learning The process of cooperative learning can be taught through the can be taught through the understanding and use of the understanding and use of the cooperative learning model that cooperative learning model that contains Five Essential Elements.contains Five Essential Elements.

Five Essential ElementsFive Essential Elements

Positive InterdependencePositive InterdependenceAccountabilityAccountabilityPromotive InteractionPromotive InteractionSocial SkillsSocial SkillsGroup ProcessingGroup ProcessingJohnson, Johnson, & Smith (2007)Johnson, Johnson, & Smith (2007)

DeconstructionDeconstruction

Start small.Start small.

Devote time to instruction on the five essential Devote time to instruction on the five essential elements prior to any task instruction or elements prior to any task instruction or assignment. Adapt the model.assignment. Adapt the model.

Make learning the essential elements of the Make learning the essential elements of the process, interesting, thought provoking, and fun process, interesting, thought provoking, and fun for both you and your students.for both you and your students.

Evaluate the process multiple times with the help Evaluate the process multiple times with the help of your students during the semester.of your students during the semester.Felder & Brent (2007)Felder & Brent (2007)

World Food ProblemWorld Food Problem

The process began with one class.The process began with one class.Instruction was provided to students on the five Instruction was provided to students on the five essential elements.essential elements.A hands on assignment - egg drop assignment A hands on assignment - egg drop assignment (an assignment adapted from an activity during (an assignment adapted from an activity during a district dietetic meeting). Points given if the a district dietetic meeting). Points given if the task is completed successfully.task is completed successfully.This was a fun assignment that allowed the This was a fun assignment that allowed the students to practice CL in a non-threatening students to practice CL in a non-threatening environment. Prior to a group assignment. environment. Prior to a group assignment. Easy to grade! Easy to grade!

Base groups were selected for the egg Base groups were selected for the egg drop assignment and kept throughout drop assignment and kept throughout the following activities: the following activities: – Chicago food depositoryChicago food depository– Crop WalkCrop Walk– Video update assignmentVideo update assignment– Major project paper and presentationMajor project paper and presentation

For this class students were assigned For this class students were assigned to groups randomly via blackboardto groups randomly via blackboard

End of Course EvaluationEnd of Course Evaluationnn=23=23

Two questions were directly related to Two questions were directly related to group work process.group work process.– Group assignments and activities increased Group assignments and activities increased

my awareness and knowledge of hunger and my awareness and knowledge of hunger and malnutrition. malnutrition.

Outcome was met 91% (21)Outcome was met 91% (21)

Outcome was not met 4% (1)Outcome was not met 4% (1)

Did not answer 4% (1)Did not answer 4% (1)

– Group processing time provided in class Group processing time provided in class helped to support our group effort in helped to support our group effort in assignments and activities.assignments and activities.

Outcome was met – 78% (18)Outcome was met – 78% (18)

Outcome was not met – 17 % (4)Outcome was not met – 17 % (4)

Did not answer – 4% (1)Did not answer – 4% (1)

Note: 15 minutes of group processing time Note: 15 minutes of group processing time was given each week – 195 minutes or 3.9 was given each week – 195 minutes or 3.9 class periods. Some groups experienced class periods. Some groups experienced chronic absenteeism.chronic absenteeism.

Written CommentsWritten Comments

Students also offered the opportunity to Students also offered the opportunity to write comments if they wished. write comments if they wished. – Projects were a great part of this course. I Projects were a great part of this course. I

liked the focus of the course on the issues liked the focus of the course on the issues rather than just academicsrather than just academics .

– This class helped me think about many hard issues of which I was previously unaware of. I learned so much and know I can help. The in-class group time was very helpful.

Written Comments

– This class was wonderful-really challenged my perceptions of the world and hunger. One thing I would suggest is to allow people to pair up and form groups so that you are at least working with one person you know and trust. It is hard being a leader and working with some unmotivated people or people who do not want to help or contribute. If you could at least choose one person in your group project that would really help.

Final IssuesFinal Issues

Group selection:Group selection:– Student selectedStudent selected– Instructor selected – supported in literatureInstructor selected – supported in literature– RandomRandom

How to handle conflict resolutionHow to handle conflict resolution– Survivor modeSurvivor mode– Fire the groupFire the group

How to evaluateHow to evaluate– Handout posted to websiteHandout posted to website

http://www.indiana.edu/~nutrvmg/DEP2011.htmlhttp://www.indiana.edu/~nutrvmg/DEP2011.html

Final Issues Final Issues

Cooperation vs.Cooperation vs.– Instructor involvementInstructor involvement– Predetermined outcomePredetermined outcome

CollaborationCollaboration– No direct supervisionNo direct supervision– New knowledgeNew knowledge

Having the skills to work successfully within a Having the skills to work successfully within a cooperative environment provides a foundation to be cooperative environment provides a foundation to be able to move to a higher level of learning or able to move to a higher level of learning or collaboration. At the point of graduation students should collaboration. At the point of graduation students should master cooperation and move towards collaboration.master cooperation and move towards collaboration.

We all have an end result we want to We all have an end result we want to achieve – mine is to make students achieve – mine is to make students responsible for their learning. Cooperative responsible for their learning. Cooperative learning is a process that can move students learning is a process that can move students to that goal while learning skills to make to that goal while learning skills to make them more marketable in the professional them more marketable in the professional setting.setting.

How would the students advise us to How would the students advise us to improve the group work processimprove the group work process

Credits

Many thanks to my students:– Evelyn Cota Vargas– Martha Harrouff– Michael Johnston– Melinda Jones– Danae Zarbuck

Special thank you to the film editor– Megan Anstrom

Of course Phoebe, the wonder pug.

Questions

References

Felder, R.M. & Brent, R. (2007). Cooperative learning. In P.A. Mabrouk (Ed.), ASC symposium Series 970. Active learning: Models for the analytical sciences. (Chapter 4). Washington, DC: American Chemical Society.Johnson, D.W., & Johnson, R.T. (2006). Joining together: Group

theory and skills (9th ed.). Boston: Pearson.Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). Cooperative

learning in the classroom. Alexandria, VA: ASCD.Onwuegbuzie, A.J., & DaRos-Voseles, D.A. (2001). The role of cooperative learning in research methodology courses: A mixed method analysis. Research in the Schools, 8(1), 61-75.Samuelson, W.G. (1995). The use of group investigation in higher

education. In H.C. Foyle (Ed.). Interactive learning in the higher education classroom: Cooperative, collaborative, and active

learning strategies. Washington, DC: NEA.