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What is quality group work?

Why develop group work?

Social constructivist theory, Vygotsky (1896-1934).

When children were set tasks on their own, they rarely did as well as when they were working in collaboration.

Concluded that the process of engagementwith a peer or adult enabled them to refine theirthinking and therefore their performance tomake it more effective.

Other generalised research findings

Nearly 80% of what children learn, they learn from each other.

Quality collaborative work ensures all learners are involved (inclusive).

Collaboration ensures better quality outcomes for all.

What is quality group work?

• All contributions are valued• No learners are excluded• Learners feel safe to be creative

and take risks in learning• Co-operation, collaboration and

respect for fellow learners are paramount.

How do you develop quality group work?

• Task is meaningful with an appropriate cognitive demand.

• Task has parameters that are understood by learners.

• Size of group is suitable and manageable.• Learners’ rules for behaviour are displayed.• Learners decide on roles required for the

task.• Membership of each group is maintained

for a short time and then randomised.

Task is meaningful with an appropriate cognitive demand

Task set needs to:• engage learners• be relevant to recent or past learning• challenge learners to progress.

Task has parameters that are understood by learners

Examples• Find out about an historical figure post-1948.• Develop ideas of combustion and how it might

be similar or different to respiration.• Why are plants green?• Do all birds fly?• Why did George Orwell write Animal Farm?• Describe what happens to a river from its

source to the sea.• Design and build a device to aid a person who

is blind to catch a ball.

Size of group is suitable and manageable

The size of the group is influenced by:• the task• the learners and their ability to work in

larger groups• the classroom itself.

Learners’ rules for behaviour are displayed

Ask learners what their rules should

be (as a group exercise) then

combine to give class rules.

Display on the wall.

Learners’ rules for behaviour are displayed

Learners decide on roles required for the task

At first learners will need the teacher to discuss,

question learners and model roles, such as:• chairperson• ideas person• ideas developer• questioner• summarizer• envoy.

Younger learners might well just have a

leader, a scribe, a ‘gofer’, a researcher etc.

Learners decide on roles required for the task (2)

Eventually, learners will be able to decide on

which roles are needed for a specific task - once

they understand the task and what is required.

Who does which role can be left to learners to

decide as long as group membership is going to

be changed at a later date.

Membership of each group is maintained for a short time and then

randomisedDevelopment programme teachers found

the following useful:• Initially, randomly select pairs/groups.This shifts ownership away from teachers

but stops learners selecting friendship

groups. • Maintain this composition for 2 weeks or

so (primary) or 4/5 tasks (secondary).Learners need to develop their expertise in

a role before switching to a new one.

What are the main issues with group work?

Activity • Brainstorm the main issues.• Diamond rank to prioritise them.• Select the most important issue.• Prepare for a 1 minute feedback

to the workshop to explain why it is the most important and how it might be dealt with.

From the development programme, the main issues with group work were…

1. Noise levels

2. Some learners were:– not engaged– unwilling to share ideas– not sufficiently challenged

3. Classroom layout is fixed.