GROUP WORK – HOW TO USE GROUPS EFFECTIVELY (Alison Burke)
1. Students learn best when they’re actively involved in the process (Davis, 1993)
2. Students get better grades, become more satisfied with their education, and are likely to
remain in college. (Wasley, 206)
3. Students develop suitable teamwork skills. (Blowers, 200)
Advantages Disadvantages
1. Info. available because of the variety 1.Agree to a bad solution to avoid conflict.
of background and experience.
2. Stimulate creativity. 2.Some members feel alienated in the
decision making process.
3. Sts tend to remember group 3.Some rely heavily on others.
discussion better.
4. Decisions that sts help make yield 4.More time spent to accomplish tasks.
(năng xuất) greater satisfaction
Sts engaged in group problem
solving are more committed to the
solution and better satisfied w. their
participation.
5. Sts gain better understanding of
themselves.
6. Develop interpersonal skills
Method to enhance: Instructor’s role
1. Design Group
1.1 Group size: 4 -5 best (David, 1993) / 3-4 (Csernica et al, 2002)
The shorter amount of time available, the smaller the group should be.
1.2 Assigning a group – knowing attributes (thuộc tính) of the class, performance level,
academic strengths, weakness, ethnicity (dân tộc), gender (Connery, 1980)
2. Teaching students
2.1 Each sts understand the assignment, purpose, objective, skills.
2.2 Reinforce listening skill + method of receiving and giving constructive criticism.
2.3 Help the students manage conflicts and disagreements, communicate effectively,
establish goals for a successful group (Davis, 1993).
AVOID BREAKING UP THE GROUPS (*)
3. Monitoring the Group Process
Devise (= invent) a plan of action (Davis, 1993) = assign roles + responsibilities of group
members. Submit weekly progress reports = outline what groups discussed, who attended,
objectives sets for next week.
T can monitor and the group’s activities & progress , assess the level of involvement from
each member.
3.1 (*) Group Dissonance /ˈdɪsənəns/(lack of agreement)
-AVOID BREAKING UP THE GROUPS (*) – the group dynamics of the original group be
affected if the members are reassigned, the addition of new members will also disrupt
the dynamics (Davis, 1993).
-DUTIES: Keep the group small. Matching work assignment to skill set to separate the
‘loafers’ from frequent struggling students (Freeman & Greenacre, 2011)
=> help students understand the benefits of working together as a group for the group
as a whole (Explanation of HOW here!) (for frequent struggling students)
=> encourage group to assign specific roles + responsibilities = CLEAR OUTLINE. (for
loafers)
-CONFLICTS:
+Aims of group interventions (=action taken to improve) is to , focus on the behaviour,
address the benefits of the group process for the group as a whole. (Freeman and
Greenacre, 2011).
+Design the coursework – success of the individual relies on the success of the group.
(Barkley et al., 2005).
4. Evaluation
4.1 – What is being evaluated? The final product, process, or both?
4.2 – Who assigns the grade? The students, the instructor, or both?
Aspect of process – Students assess the effectiveness of the group by listing
contributions of them and their group members -> identify what worked & not worked
-> Instructor can evaluate the group process and apply the most effective methods to
future group projects.
Aspect of assessment – Instructor provide a grading rubric -> Students focus effort,
improve student achievement, reduce grading time, improve the effectiveness of
feedback (Stevens and Levi, 2005)
+ Two separate rubrics for group process and final product:
Group process – evaluation criteria include attendance, participation in meetings, time
management skills, active listening, evidence of cooperative behavior, professionalism,
engagement with the task.
Final product – criteria is outlined based on content, structure, organization, accuracy,
thoroughness, general mechanics
-> Clear and logical categories to explain what instructors are accessing.
-> help students conceptualize the assignment (Mckeonwn, 2011)
-> students and teachers are satisfied with the end results + group process.
-> group process become more objective learning experience.
-> increase the chances of student success. (Finson & Ormsbee, 1988)
Note: Rubrics should be locally relevant + culturally appropriate, need to be modified to
fit classes, disciplinary /ˌdɪsəˈplɪnəri/(kỷ luật) perspectives, learning objectves.
Extra Info.:
Utilizing online / web-based might help resistant (kháng cự) student engage in and
benefit from group work.
Supplementary lectures wit hgroup work helps students feel engaged and subsequently
learn more (Payne, Monl Turner, Smith & Sumter, 2004)
