“PRODUCTIVE GROUP WORK”

CLASSROOM MANAGEMENT BY DR. HAYAL KÖKSAL

*http://tr.wikipedia.org/wiki/Dosya:Bo%C4%9Fazi%C3%A7i_%C3%9Cniversitesi_Logosu.jpg

* http://kwasugsa.blogspot.com.tr/

*http://moodle.sou.edu/mod/book/view.php?id=143884&chapterid=13555

ED401.02

Group Name: Team Rainbow

Group Members:Tahsin Dizren (Group Leader)Büşra ErgörünUğur GülcüBüşra Tunalıer

Slogan: Unity is Strength!

Meeting Time and Place: Tuesdays in study 14:00 – 17:00

Avarage Age: 24

Content

• INTRODUCTION• GANNT CARD• LITERATURE REVIEW• MATRIX DIAGRAM• PROBLEM DEFINITION• BRAINSTORMING• FISHBONE DIAGRAM• SURVEY RESULTS• SUGGESTIONS & SOLUTIONS• LIMITATIONS• REFERENCES

Gannt Card

STEPS WEEKS OCT 28

NOV4

NOV11

NOV18

NOV 25

DEC 2

DEC 9

DEC 16

DEC23

PLAN Identify the topic

Approval

Literature review and target identification

Cause-effect analysis

Approval of the main cause

Solutions for the future

Determined solution tactic

DO Start implementing

CHECK Assessment of the trial phase

ACT & STANDARDIZATION Final corrections and delivering

Self-assessment

PRESENTATION AS team

EXPECTED OBSERVED

Literature Review

Williamson, R. (2010). Research Brief Productive Group Work for Students

W. Johnson and Roger T. Johnson, Social Skills for Successful Group Work.1989

Anna F. Dejarnette, Jennifer N. Dao, and González, G. (2014). Promoting Small Group Disscussions

Williamson, R. (2010). Research Brief Productive Group Work for Students

• “There is clear evidence that students who are involved in productive collaborative groups outperform their peers. Cooperative group work also results in improved self-esteem, improved relationships and enhanced social and decision-making skills.”

• “Several studies report that while almost all teachers use some sort of group work in their classrooms, most struggle to make the work productive and to promote positive interaction within the groups.”

Literature Review

• Scardamalie (2002) identified the conditions that must be established so that the shared responsibility of students can occur.

• The work must be connected to real-world problems.• The work must involve ideas that are improvable.• The scope of work should not be overly prescriptive so

that groups find they own way.• Group members hold shared responsibility for outcomes.• The work has an embedded assessment that allows each

member, individually and collectively, to evaluate his or her own success. (Scardamalie, 2002, pp. 75-76).”

Literature Review

Literature Review W. Johnson and Roger T. Johnson, Scoial Skills

for Successful Group Work.1989• Interpersonal and small group skills are vital to the

success of cooperative learning. • Improving the quality of relationships among

classmates, some conditions are needed: positive interdependence, face to face (promotive) interaction, individual accountability, social skills, and group processing. (Johnson and Johnson 1987, Johnson et al. 1988)

• People do not know instinctively how to interact with others or they do not have interpersonal and group skills.

• To achieve mutual goals, students must: *get to know and trust one another,*communicate accurately and unambiguously, *accept and support one another, *resolve conflicts constructively. (Johnson1986, Johnson and Johnson 1987)

• Some steps for teacher to follow in order to teach students interpersonal and small-group skills: Explaining students importance of skills. Informing students what are the skills and when they are used. (T-

Chart can be used for this) Providing students with practicing the skills. For example, teacher can

assign the roles of reader, encourager, summarizer etc to the members of the group. And roles could be rotated in a period of time.

Providing a regular time for group processing to see how frequently and how well they are using skills.

Giving feedback to students about their using of skills

Literature Review

• Having interpersonal skills has long-term effects such as academic achievement, one’s employability, productivity, and career success.

• According to findings of survey of Center for Public Resources, 90 percent of the respondents who has been fired from their jobs were fired because of the poor job attitudes, poor interpersonal relationships, and inappropriate behaviors.

Literature Review

Anna F. Dejarnette, Jennifer N. Dao, and González, G. (2014). Promoting Small Group Disscussions

• “Group working allows students to communicate their mathematical thinking as well as listen carefully and respond to the ideas of their peers.” (CCSSI 2010; NCTM 2000).

• Teachers think that it is hard to implement productive interactions in several groups of students simultaneously.

Literature Review

• Strategies for maintaining productive mathematical discussions within their groups:

1. asking questions about the problem;2. sharing the mathematical authority within the

group;3. challenging one another’s mathematical ideas.

* By using these strategies, students have more resources for working effectively in groups.

• “When students work together in groups, asking questions is the responsibility of the students. It can be challenging for students to establish this practice.”

Literature Review

• Teachers should encourage students to maintain their own mathematical discussions and provide them with specific strategies to engage in productive discussions on their own in the future.

• “By teaching students to collaborate productively in the mathematics classroom, we can foster the skills and strategies for supporting students’ mathematical learning.”

Literature Review

Problem Definition

*http://www.umich.edu/~scps/html/01chap/html/summary.htm

• Why cannot we provide students with social skills for group work?

• Why can’t productive group work be integrated in classroom practices effectively?

• Why do students become shy in sharing their ideas in classroom?

• Why do not students volunteer in participating group activities?

Matrix Diagram

Question 1 Question 2 Question 3 Question 4

Tahsin Dizren 3 5 7 4

Büşra Ergörün 3 7 5 6

Uğur Gülcü 5 6 3 7

Büşra Tunalıer 4 7 5 6

Total 15 25 20 23

Problem Definiton

Why can’t productive group work be integrated in classroom practices effectively?

*http://thumbs.dreamstime.com/z/problem-21177102.jpg

Brainstorming

http://www.langevin.com/blog/2013/08/29/3-ways-to-maximize-brainstorming/

individual differences

teachers’ attitudes

safe environment

lack of awareness

instruction methods

financial support

classroom settings

incompetent social skills

curriculum

students

time management

classroommanagement

lack of experience

http://www.langevin.com/blog/2013/08/29/3-ways-to-maximize-brainstorming/

Fishbone Diagram

http://lol-rofl.com/funny-cartoon-fishes/

Why can’t productive group work be integrated in

classroom practices effectively?

Lack of awareness

Individual differences

Incompetent social skills

Traditional lecture-listening

STUDENTS TEACHERS

Environment

Inadequate field knowledge

Teacher attitudes

Teaching methods

Inappropriate classroom settings

Inadequate equipmentsduration of lessons

intense curriculum material

attitudes towards group work

Inappropriate selection of the subjects

SCHOOL ENVIRONMENT

CURRICULUM

Classroom and time management

Data Collection

We conducted a survey with 75 students in

• TED İstanbul College

• ASFA Schools

• Vefa High School

• Beşiktaş Anatolian School

Survey Results

never5%

rarely48%

some-times19%

often27%

always1%

We work as groups in classroom.

never5%

rarely8% sometimes

13%

often43%

always31%

Teacher clearly explains what we are supposed to do in a group activity.

Survey Results

never8%

rarely32%

sometimes21%

often25%

always13%

In a group work, all of participants take their responsibility.

Survey Results

never7%

rarely20%

some-times19%

often44%

always11%

One or two members tend to dominate the discussion.

Survey Results

never3%

rarely7%

some-times31%

often20%

always40%

Team members feel free to make posi-tive and negative comments.

Survey Results

never9%

rarely28%

some-times39%

often12% always

12%

I feel comfortable with being a member of a group.

Survey Results

never4%

rarely4%

some-times43%

often41%

always8%

Teacher is respectful to all ideas coming from the groups.

Survey Results

never3% rarely

20%

some-times23%

often39%

al-ways16%

Teacher can manage the group works effectively.

Survey Results

never5% rarely

15%

sometimes40%

often19%

always21%

Members trust one another and do not fear ridicule or reprisal.

Survey Results

never12%

rarely36%some-

times28%

often11%

al-ways13%

All members are involved in de-cision-making.

Survey Results

never4% rarely

17%

some-times21%

often37%

always20%

Group activities help us to un-derstand the subject.

Survey Results

never15% rarely

17%

sometimes29%

often21%

always17%

Our classroom is suitable for group works.

Survey Results

never31%

rarely47%

some-times

7%

often7%

always9%

I think group working is ridiculous.

Survey Results

never7% rarely

15%

some-times

3%

often49%

always27%

I do not prefer make comment because of the attitude of the teacher.

Survey Results

Limitations

http://driverlayer.com/img/suggestion/17/

• We did our survey with only the students, we didn’t study on teachers about whether they do group work activities or not.• We did our survey in just one private school; the

others were state schools.• We didn’t separate the students according to their

grades.• We didn’t divide our survey according to course

fields. For example, we could have stated that ‘we do group activities in mathematics, science, history, English, Turkish, etc.’

Suggestions & solutions

- Workshops and seminars about group work should be done for teachers.

- Extra-curricular activities should be carried out for students in order to make them social.

- Appropriate group activities to classroom settings should be organized.

Suggestions & solutions

- According to our imece experiences,learning and teaching imece methodology is one of the most effective models for group work hence teachers should learn and implement it on their classes.

-There should be an activity pool online, and all teachers share group activities there.

- The inquiry method should be used instead of the direct instruction method in lectures.

References

• Anna F. Dejarnette, Jennifer N. Dao, and González, G. (2014). Promoting Small Group Disscussions

• Imece Circles training by Dr. Hayal Köksal• Williamson, R. (2010). Research Brief Productive

Group Work for Students. Retrieved from http://www.educationpartnerships.org/

• W. Johnson and Roger T. Johnson, Social Skills for Successful Group Work.1989

http://www.gabi-software.com/industries/food-agriculture/reference-projects/

Special Thanks To HAYAL KÖKSAL

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