GROUP WORK
Group Work Other names:
ā¢cooperative learningā¢collaborative learningā¢collective learningā¢peer teaching/learningā¢reciprocal learningā¢team learningā¢work groups
LEARNING
Research:
ā¢ More content and better retention than in other formats.
ā¢ More satisfaction with classes. ā¢ More sociable, better decision- makers and
problem-solvers.
ā¢ Group work : a form of task-based learning
Definition of a Task
According to Rod Ellis (2007), a task has 3 main characteristics:
ā¢ Has a primary focus on (pragmatic) meaning.
ā¢ Has some kind of āgapā.
ā¢ Has a clearly defined outcome.
Some Characteristics of Tasks ā¢ Activities with an objective ā¢ Carried out in competition or in collaboration ā¢ Outcome may be concrete (e.g. presentation,
report) or intangible (e.g. solution to problem).
Further Characteristics of Tasks ā¢ Involve communicative language use rather
than structure. ā¢ Should be authentic (close to real world) ā¢ Should involve learners in activities where
they negotiate meaning and make choices.
Plan:
ā¢ Decide which topics might lend themselves to group work.
ā¢ Think about how to organize students into groups:either by T or by SS
ā¢ Explain to class how groups will operate and how SS will be graded
ā¢ Explain task objectives, time, roles etc.
ā¢ Provide feedback and evaluate outcome
ā¢ Give SS the skills they need to succeed in groups:
ā Inquiringā Asking for informationā Asking for elaborationā Helping one another with contentā Giving and receiving constructive criticismā Active and tolerant listening
Designing Group Work
ā¢ Tasks requiring interdependence. SS "sink or swim" together. each member important for whole group (Kohn, 1986).
ā¢ Fair division of labor.
ā¢ āCompetitions" among groups e.g. designing a model: Prizes
Organizing Learning Groups
ā¢ Be conscious of group size. ā¢ Groups of four
A. The less skillful the members, the smaller the groups
B. The shorter the time, the smaller the groups
ā¢ Ask each group to devise a plan of action: who will be doing what and when.
Evaluating Group Work
ā¢ Give SS opportunity to evaluate the effectiveness of their group.
ā¢ Decide how to grade members of the group. Assign all SS in group the same grade
ā¢ Dealing with Student Concerns about Group Work:
ā¢ "I come to learn from a professor, not to have to work with my classmates, who don't know as much."
ā¢ Explain your rationale
Dealing with Teacher Concerns about Group Work:
ā¢ "If I do group work, I won't be able to cover as much material during the session as I do when I lecture."
Research:ā¢ SS working in gps develop increased ability to
solve problems/understand material better
Aims of group workDevelopment of:
ā¢ intellectual abilities and skillsā¢ cooperative skills e.g. planning ā¢ personal growth (self confidence)ā¢ professional growth (professional standards)ā¢ independence and responsibility for learningā¢ reflective practices (planning for the future).
ā¢ Implementing Group Work in the Classroom Suggestions:
ā¢ Specify objectives ā¢ Make the task challenging ā¢ Monitor the Task and the groups ā¢ Avoid lecturingā¢ Be slow to share what you know ā¢ Clarify your role as facilitatorā¢ Expect a lot from your SS ā¢ Model how you want SS to participate ā¢ Ask SS to reflect on the process
MonitoringTeachers need to observe
ā¢ who is involved
ā¢ which members are influential
ā¢ which members help accomplish task.
Forming the groups:
ā¢ 4 members
ā¢ 1 overall task + 4 sub-tasks
ā¢ Assign roles or let SS do it themselves
ā¢ Group discusses overall task
ā¢ Members report on their specific sub-tasks
ā¢ Realistic outcome: design, chart, cover etc.
Task: World War 1 and II
4 members:
ā¢ Pre-war eventsā¢ Impact of the warā¢ Casualties of the warā¢ The war in cinema
ā¢ Draw a chart showing the casualties (dead and wounded) of the two wars, the countries they came from and whether they were military or civilians. Compare/contrast the two wars.
ā¢ Problem-solving
Example:ā¢ Think of three alternative solutions to the traffic
problem in Alexandria.
ā¢ List the advantages and disadvantages of each.
ā¢ Decide which would be the cheapest, the most innovative and the most environmentally friendly.
ā¢ Report to another group and discuss which would be the best to put forward to the local government.
ā¢ Referencesā¢ Brookfield, S.D., & Preskill, S. (1999). Discussion as a Way of Teaching:
Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass Publishers.
ā¢ Gross Davis, B. (1993). Tools for Teaching. San Francisco: Jossey-Bass Publishers.Jaques, D. (2000). Learning in Groups: A Handbook for Improving Group Work, 3rd ed. London: Kogan Page.
ā¢ Johnson, D. W., Johnson, R. T., and Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity.
ā¢ Race, P. (2000). 500 Tips on Group Learning. London: Kogan Page.ā¢ Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any
Subject. Boston: Allyn and Bacon.ā¢ Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and
Practice, 2nd ed. Boston: Allyn and Bacon.
ā¢ Beckman, M. "Collaborative Learning: Preparation for the Workplace and Democracy" College Teaching, 1990, 38(4), 128-133.
ā¢ Connery, B. A. "Group Work and Collaborative Writing." Teaching at Davis, 1988, 14(1), 2-4. (Publication of the Teaching Resources Center, University of California at Davis)
ā¢ Cooper, J. "Cooperative Learning and College Teaching: Tips from the Trenches." Teaching Professor, 1990, 4(5), 1-2.
ā¢ Cooper, J., and Associates. Cooperative Learning and College Instruction. Long Beach: Institute for Teaching and Learning, California State University, 1990.
ā¢ Fiechtner, S. B., and Davis, E. A. "Why Some Groups Fail: A Survey of Students' Experiences with Learning Groups.ā
ā¢ Goodsell, A., Maher, M., Tinto, V, and Associates (eds.). Collaborative Learning: A Sourcebook for Higher Education. University Park: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University, 1992.
ā¢ Johnson, D. W., Johnson, R. T., and Smith, K. A. Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-FRIC Higher Education Report No.4. Washington, D.C.: School of Education and Human Development, George Washington University, 1991.
ā¢ Light, R. J. The Havard Assessment Seminars: Second Report. Cambridge, Mass.: Harvard University, 1992.
ā¢ Slavin, R. F. "Cooperative Learning." Review of Educational Research, 1980, 50(2), 315-342.
TASK :TYPOLOGY
SAMPLES
We believe ā¦
TASKHow do you view teaching and learning? According to this view say how you want to teach the four skills.
4 members = 4 skills
Movie of the Year
Think of a movie title you want to film and hope to be a success.
You may want to consider viewer type, plot etc.
ā¢ 4 members
poll
ā¢ Survey colleagues to find out what they think about a particular topic e.g. The Revolution of the 25th of January.
ā¢ Design a questionnaireā¢ Analyse the results ā¢ Report to class.
4 members
Teachersā raise criteria
ā¢ You want to assess teachersā performance at your school for a raise. What are your criteria?
4 members
Decision-Making
1. Who do you save?
2. Who do you marry?
3. Which books to print?
4. Which subjects to study?
Creative
ā¢ Create a new product. Give it a name and plan a marketing campaign.
ā¢ Write a song that aims at uniting people.
ā¢ Design a record, book, or magazine cover for Alexandria.
ā¢ Develop a menu for a new restaurant using a variety of healthy foods.
ā¢ Create a television commercial Create a thirty-second television commercial that advertises acertain product.Create a slogan for the commercial. When presenting your ideas, act out the commercial.
ā¢ Evaluating writingMarking studentās written text according to given criteria.
The Mediatorā¢ Provide a scenario or ask SS to invent one that
presents a conflict and needs a solution.
ā¢ Role-play involves "conflicting parties" and a "mediatorā (maybe a witness).
4 members
Culture Shock
ā¢ A British tourist came to visit Egypt and was culturally shocked by two things. What might these be, do you think? Help your friend understand.