Vikki Costa, Professor, Secondary EducationPresentation for International Programs, University Extended Education

Group Work in the University Classroom

INDIVIDUALLY: Identify which are the most important skills for your students. Rank order the skills from

1 (most important) to 15 (least important)SMALL GROUP A: In your small group (similar), reach consensus on the top five skills. Give your top 5 skills to the instructor for posting.INDIVIDALLY: Complete Worksheet. SMALL GROUP B: Share your ideas with your new group (different).

GROUP WORK ACTIVITY21st Century Skills for College

Students

Groupwork is an instructional strategy that may be used instead of or in addition to lectureThe outcome of groupwork may beformal products, such as presentations, papers, reportsinformal products, such as worksheets, reporting out, or Q/A sessionsAssessment of group work may beinformally, individually, or as a wholecontent or skill based

What is GroupWork?

Research has shown that groupwork and cooperative learning:promote student learning and academic achievementincrease student retentionenhance student satisfaction with their learning experiencehelp students develop skills in oral communicationdevelop students' social skillspromote student self-esteem

Why Use Groupwork?

Student think about learning differently.Old View: teachers give them knowledgeNew View: they construct knowledgeThe learning is more active and engaged. The students are not only actively learning from one another, they are also teaching -- teaching in way that is cognitively different from that of a faculty member's teaching. Discussion is more open.Because there is less risk of public error, students more likely to explore possibilities, ask questions, take risks, and "benefit from mistakes.

Why Use Group Work?

Why Use Group Work?To involve students in their own learningTo make course topics come aliveTo deepen students’ knowledge about a topic To develop particular skills, such as collaboration, cooperation, accountability, leadershipTo reflect on learning

Break the ice or build a team atmosphere. Have students get to know each other through special groupings and line-ups (i.e., birthday, where they are from, major)Discuss the syllabusBefore giving them the syllabus, have groups of students generate 10 questions. Then switch questions sets and answer questions for another group; swich back.Introduce the coursePrint out a few dozen quotes from the textbook and have student groups draw from a hat. Give groups 10 minutes to make meaning of the quote and then share their thoughts.

When to Use Groupwork? - Early in the Course

Analyze case studies.Have each group analyze a different case study or a different aspect of the same case, or analyze it from a different perspective, then share answers with the class. (Avoid having groups report out on the same thing.)Find and share news clippings.Ask students to bring newspaper or magazine clipping, editorial, or cartoon related to a concept discussed in class. have students share in small groups, then pick "best" to share with whole class.Create and enact role plays. Ask students to create scenarios related to a topic being discussed.

When to Use Groupwork? - To Make Course Ideas Come Alive

Generate questionsHave groups make a list of questions based on the course readings or lecture. Groups switch questions and try to answer, or groups read questions out loud and the instructor or students answer.Generate answersThis is the most common task for groups. Give groups one or more question(s) to answer about course reading material or lecture content. Review student writing or check problem solvingHave students solve a problem in class or bring a draft of work; exchange papers and review.

When to Use Groupwork? - To Deepen Thinking About Topics

Apply KnowledgeIn a small group or pairs, have students answer a question that requires them to apply something they've learned to their personal or professional lives or to societal issues.Gots and NeedsIn pairs or small groups, have teams write on each side of an index card: what they got (something they learned) and what they need (a question that they have). They add their names to turn it in for points.

When to Use Groupwork? - To Reflect on Learning

Be sure students are prepared.WRT Content knowledgeYou don't want "shared ignorance"WRT Proceduresguidelines for brainstorming techniques, active listening, dispute resolution, and allocation of responsibilities Preface group tasks with individual tasks.Diversity group tasks.Listen and learn.Bring them back together but make it useful.

How to Use Groupwork Effectively

DIFFERENCES AND SIMILARITIES

Table2 was not exported from SlideRocket

Face-to-Face Interaction - promote each other's successPositive Interdependence - sink or swim togetherIndividual & Group Accountability - no hitchhiking! no social loafing

3 Elements of Cooperative Learning

gain from each other's efforts.

Your success benefits me

and my success benefits you.

Cooperative efforts result in participants striving for mutual benefit so that all group members:

recognize that all group members share a common fate.

We all sink or swim together.

know that one's performance is mutually caused by oneself and one's team members.

We can not do it without you.

1. Assigning Roles

A team of four is established. Each member is given a specific role. A task is completed and each role has specific assignments within the task.

Classroom Activity

Earth Processes Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude. California Geology Students know the principal natural hazards in different California regions and the geologic basis of those hazards. Investigation and Experimentation Recognize the usefulness and limitations of models and theories as scientific representations of reality.

ASSIGNING ROLES EXAMPLE

Assign one of the following roles to each member of your team:Architect - who will draw a plan for how the structure will be built, assist the builder, and help answer #2, 4, and 7Builder - who will lead the construction of the structure, assist the architect and help answer #3 and 5Recorder - who will record answers on the design packet, take pictures of the process, help answer #6, and assist the presenterPresenter - who will create and deliver presentation to the class, assist the recorder, and help answer #1 and 8

Building an Earthquake Resistant Structure

Classroom Activity2. Jigsaw

Groups with 4-5 students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other.

Geography of China Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.Geography of China Quiz

JIGSAW EXAMPLE