effective group work in the college classroom

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Effective Group Work In The College Classroom Debra Dunlap Runshe

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Effective Group Work In The College Classroom. Debra Dunlap Runshe. Webinar Objectives. By the end of this webinar, you will be able to articulate the benefits and barriers to group work. explore the best uses of group work. describe effective group facilitation strategies. - PowerPoint PPT Presentation

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Page 1: Effective Group Work In The College Classroom

Effective Group Work In The College Classroom

Debra Dunlap Runshe

Page 2: Effective Group Work In The College Classroom

By the end of this webinar, you will be able to articulate the benefits and barriers to group work. explore the best uses of group work. describe effective group facilitation strategies. identify strategies for handling “slackers”. develop assessment tools for group work.

Webinar Objectives

Page 3: Effective Group Work In The College Classroom

Cooperative learning is a systematic, active, pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal (Johnson, Johnson, and Smith 1991).

Collaborative learning encompasses a broader range of group interactions (Cuseo, 1992; Smith & MacGregor, 1992) such as developing learning communities, stimulating student-faculty discussions, and encouraging electronic exchanges (Bruffee, 1993).

What is group work?

(Bianco-Mathis & Chalofsky, 1999, pp. 31-2)

Page 4: Effective Group Work In The College Classroom

Small group learning is a teaching technique where small groups are used for the purpose of promoting more active and more effective learning through structured activities.

Team-based learning is a teaching strategy where a different course structure is created that enables a transformative learning experience.

When is group work more?

(Michaelsen, Knight, & Fink, 2004, pp. 4-5)

Page 5: Effective Group Work In The College Classroom

When used properly, team-based learning drives four kinds of transformations:1. It transforms “small groups” into “teams.”2. It transforms a technique into a strategy.3. It transforms the quality of student learning.4. For many teachers, it transforms (or restores) the joy

of teaching.

When is group work more?

(Michaelsen, Knight, & Fink, 2004, p. 4)

Page 6: Effective Group Work In The College Classroom

Benefits to Group Work

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“students are simply more likely to internalize, understand, and remember material learned through active engagement in the learning process”

-Bonwell & Sutherland, 1996, p. 3.

“[when students are allowed to] talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations case studies, role-playing, and other activities-all of which require students to apply what they are learning”

-Meyers & Jones, 1993, p. xi

Active Learning Strategy

(Clement, 2010; Bianco-Mathis & Chalofsky, 1999 )

Page 8: Effective Group Work In The College Classroom

Research suggests active learning strategies more frequently engage students. lead to increased student achievement. enhance students’ metacognitive skills.

Why active learning?

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After 24 hours, what percent of information is retained by students in a lecture environment?a. 5%b. 10%c. 20%d. 40%e. 50%

Retention of Information

(Sousa, 2001 )

Page 10: Effective Group Work In The College Classroom

Retention After 24 Hours

(Sousa, 2001 )Teaching Method

0102030405060708090

LectureReadingAudio-VisualDemonstrationDiscussionPractice by DoingTeaching Others

Page 11: Effective Group Work In The College Classroom

Student-centered teaching methods are “more conducive to significant learning, and more likely to increase memorization and learning transfer that professor-centered methods.”

-Pregent, 1994, 78Instructional strategies that engage student in the learning process stimulate critical thinking, and a greater awareness of other perspectives

-Halpern, 1996

Benefits to Group Work

(Bianco-Mathis & Chalofsky, 1999, pp. 26-7)

Page 12: Effective Group Work In The College Classroom

“Students who are well-versed in the skills of cooperative learning-skills like active listening, effective communication, consensus building, and conflict resolution-are better able to solve challenging problems, formulate clear and cogent opinions, and produce first-rate work. Moreover, as the workforce of the future, students who can understand and work effectively with their peers hold a significant advantage over students whose academic life is marked largely by independent seatwork.”

Benefits to Group Work

(Silver, Strong, & Perini, 2007, p. 183)

Page 13: Effective Group Work In The College Classroom

Benefits of Group Work

http://www.youtube.com/watch?v=5a7hP9doTBg

Page 14: Effective Group Work In The College Classroom

Barriers to Group Work

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Student resistance to active learning Unclear expectations Dominant students Non-participatory students Poor interpersonal skills Poor team process skills

Barriers to Group Work

Page 16: Effective Group Work In The College Classroom

Barriers to Group Work

http://www.youtube.com/watch?v=rUSN8vHRB-A

Page 17: Effective Group Work In The College Classroom

Best Uses of Group Work

Page 18: Effective Group Work In The College Classroom

Brainstorming Problem solving Role-playing Case studies Peer teaching

Best Uses of Group Work

(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)

Page 19: Effective Group Work In The College Classroom

Brainstorming Problem solving Role-playing Case studies Peer teaching

Best Uses of Group Work

(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)

Page 20: Effective Group Work In The College Classroom

Brainstorming Problem solving Role-playing Case studies Peer teaching

Best Uses of Group Work

(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)

Page 21: Effective Group Work In The College Classroom

Brainstorming Problem solving Role-playing Case studies Peer teaching

Best Uses of Group Work

(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-4)

Page 22: Effective Group Work In The College Classroom

Brainstorming Problem solving Role-playing Case studies Peer teaching

Best Uses of Group Work

(Clement, 2010, p. 91; Bianco-Mathis & Chalofsky, 1999, pp. 32-6)

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Learning new content Peer review Checking homework Test preparation and review Presentations and projects Labs and experiments Drill and review

Specific Learning Applications

(Johnson & Johnson, 1999)

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Research suggests that cooperative learning, learning in groups, need not be used all the time to have positive effects on student achievement, rather it can be used as a supplemental technique, e.g., as a student-break between

segments of a lecture or a jump-start for class discussion, or as a

format, it is useful for social and subject-matter ice-breakers, experiential learning activities, cases debriefing, foreign language proficiency exercises, problem solving exercises, classroom assessment techniques, and help and review sessions

Effective Use as Secondary Pedagogy

(Nilson, 1998)

Page 25: Effective Group Work In The College Classroom

Communication tools (email, discussion, chat, andweb conferencing) can be used for Study groups Collaborative learning activities Group problem solving Group discussion

Online Applications

(Chickering & Ehrmann, 1996)

Page 26: Effective Group Work In The College Classroom

Examples of Group Work in Class

http://www.youtube.com/watch?v=5a7hP9doTBg

Page 27: Effective Group Work In The College Classroom

Effective Group Facilitation Strategies

Page 28: Effective Group Work In The College Classroom

Positive interdependence Face-to-face promotive interaction Individual accountability and personal responsibility Interpersonal and small group skills Group processing

(Bianco-Mathis & Chalofsky, 1999, p. 31;Johnson & Johnson, 1999; Nilson, 1998)

Effective Group Facilitation Strategies

Page 29: Effective Group Work In The College Classroom

(Johnson & Johnson, 1999; Millis & Cotrell, 1998; Nilson, 1998)

Match group size to activity informal activity (2-4 students) formal activity (4-6 students)

Set intermittent deadlines and offer continual feedback Include self and peer assessment Assign differentiated group or individual grades Maintain the groups for the duration of the semester Avoid forming groups which have only one woman or

one minority

Effective Group Facilitation Strategies

Page 30: Effective Group Work In The College Classroom

Group work is successful when advance planning takes place.1. Students are divided into groups for each specific

activity.2. Time frames must be stated and followed, and be

generally short.3. Once the groupings are established and time frames

determined, the next key is clear expectation of the goals of the group work.

4. Group work must be monitored.

Effective Group Facilitation Strategies

(Clement, 2010, pp. 88-9)

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Group SelectionMethods for selecting group members student data sheet interest/knowledge/skills checklist learning style inventories structured lineup process corners three-step interview playing cards

(Millis & Cotrell, 1998)

Page 32: Effective Group Work In The College Classroom

Group work is successful when advance planning takes place.1. Students are divided into groups for each specific activity.2. Time frames must be stated and followed, and be

generally short.3. Once the groupings are established and time frames

determined, the next key is clear expectation of the goals of the group work.

4. Group work must be monitored.

Effective Group Facilitation Strategies

(Clement, 2010, p. 89)

Page 33: Effective Group Work In The College Classroom

Time Frames for Group Selection

(Millis & Cotrell, 1998)

Short-term group selection criteria values or opinions convenience randomLong-term group selection criteria academic ability class/work schedule interest/skill level learning style

Page 34: Effective Group Work In The College Classroom

Group work is successful when advance planning takes place.1. Students are divided into groups for each specific activity.2. Time frames must be stated and followed, and be

generally short.3. Once the groupings are established and time frames

determined, the next key is clear expectation of the goals of the group work.

4. Group work must be monitored.

Effective Group Facilitation Strategies

(Clement, 2010, pp. 89-90)

Page 35: Effective Group Work In The College Classroom

Group work is successful when advance planning takes place.1. Students are divided into groups for each specific

activity.2. Time frames must be stated and followed, and be

generally short.3. Once the groupings are established and time frames

determined, the next key is clear expectation of the goals of the group work.

4. Group work must be monitored.

Effective Group Facilitation Strategies

(Clement, 2010, p. 90)

Page 36: Effective Group Work In The College Classroom

Large Classes and Group Work

http://www.youtube.com/watch?v=1J1URbdisYE

Page 37: Effective Group Work In The College Classroom

Using Groups: Tips and Strategies

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Group Issues Features Strategy

Establishing groups

Size Most effective groups have 4 to 6 members

Assigningmembers

Homogeneous use gender, major, topic interestHeterogeneous use birth month, last digit of telephone

number, counting off by group size

Groupprocess

Facultytasks

Establish roles within group (e.g., facilitator, reporter, and recorder)

Be explicit and clear about group assignmentsBe explicit that all members must participate

Page 38: Effective Group Work In The College Classroom

Using Groups: Tips and Strategies

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Group Issues Features Strategy

Groupprocess

Expectedstudentbehavior

Prepare all assignmentsAttend regularly and on timeShare ideas within groupBe a good listenerRespect others’ opinionsDon't dominate discussion

Page 39: Effective Group Work In The College Classroom

Using Groups: Tips and Strategies

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Group Issues Features Strategy

Groupprocess

Conflict Some conflict is desirable, allow students to disagree and argue about ideas, urge reaching consensus

Some conflict is destructive if based on lake of respect, domination, or failure to contribute

Try to get the group to resolve the conflict themselves before intervening

In extreme cases the offending member may have to be removed

Page 40: Effective Group Work In The College Classroom

Using Groups: Tips and Strategies

(Bianco-Mathis & Chalofsky, 1999, p. 33)

Group Issues Features Strategy

Evaluation Grading Criteria must be clear and directly related to assignmentWill students receive individual or group grade?Allow student s to assess their own performance and

that of the group members

Facultyrole

ExplainEstablishMonitorFacilitateEncourage

Importance of group work to courseGround rules for participationGroup progressGuide, explain, suggest strategiesPerformance and conflict resolution

Page 41: Effective Group Work In The College Classroom

Resources Available Online

Page 42: Effective Group Work In The College Classroom

Other students find working with slackers to be frustrating due to a lack of indifference on the slackers’ part and THEY deal with them by ignoring them, including them, or confronting them.

Handling “Slackers”

(Myers, et. al., 2009)

Page 43: Effective Group Work In The College Classroom

Tips for Facilitators

http://www.youtube.com/watch?v=5a7hP9doTBg

Page 44: Effective Group Work In The College Classroom

Assessment of Group Work

Page 45: Effective Group Work In The College Classroom

Clarify expectations for collaboration. Describe grading criteria clearly. Assure workload is evenly distributed among

members.

Choose an activity that is important and relevant. Assess both the group and the individual.

Assessment of Group Work

Page 46: Effective Group Work In The College Classroom

Group Activities & Assessment

http://www.youtube.com/watch?v=rUSN8vHRB-A

Page 47: Effective Group Work In The College Classroom

Take care in the formation of groups-and keep the time frame for group work short.

Have a reason for group work and make the objectives clear. Assign roles and monitor groups. While groups need to present back to the class for

feedback, grade only individuals’ work. It is not fair to grade a student based on another student’s participation or work.

Don’t use group work every day or even every week. Use it when it fits a goal for your teaching and student learning.

Key Points to Successful Group Work

(Clement, 2010, pp. 90-1)

Page 48: Effective Group Work In The College Classroom

Pregent (1994, p.75) asserts that there is not one “best” teaching strategy and that the decision about which to use depends to a large extent on the following five factors

1. the nature of the students in the class;2. the subject matter;3. the professor’s personality;4. the physical and material conditions; and5. the targeted objectives.

In Summary

(Bianco-Mathis & Chalofsky, 1999, p. 26)

Page 49: Effective Group Work In The College Classroom

“The effective teacher selects the right teaching strategy for each lesson, based on the students, their backgrounds, and the material to be covered, and the instructor’s own comfort levels with teaching in certain ways. Group work is one way to get students to interact with the material. Grouping students for discussions, reviews, and brainstorming or problem-solving activities can be quite effective. As with any strategy or method, the true key for success is matching the goals of the lesson to the method that helps students learn.”

In Summary

(Clement, 2010, p. 91)

Page 50: Effective Group Work In The College Classroom

Thank you for your participation!

Debra Dunlap Runshe, Instructional Development SpecialistUniversity Information Technology Services

Indiana University-Purdue University IndianapolisInformation Technology and Communications Complex (IT 342H)

535 West Michigan Street, Indianapolis, IN 46202Phone: 317-278-0589

Email: [email protected]

Page 51: Effective Group Work In The College Classroom

Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University.

Bonwell, C.C. & Sutherland, T.E. (1996). Using active learning in college classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.

Chickering, A.W. & Ehrmann S.C. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3-6.

Clement, M. C. (2010). First time in the college classroom: A guide for teaching assistants, instructors, and new professors at all colleges and universities. Lanham, MD: Rowman & Littlefield Education.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

References and Resources

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Johnson, D.W. & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. 5th ed. Needham Heights, MA: Allyn and Bacon.

Kuh, G.D., Pace, C.R. & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education, Research in Higher Education 38(4), 435-454.

Kuh, G. Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

Michaelsen, L. K., Knight, A. B., Fink L. D. (Eds.) (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.

References and Resources

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Michaelsen, L. K. (2008). Team-based learning: Small group learning's next big step. San Francisco: Jossey-Bass.

Millis, B.J., & Cottrell, P.G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco, CA: Jossey-Bass.

Myers S. A., Smith, N. A., Eidsness, M. A., Bogdan, L. M., Zackery, B. A., Thompson, M. R., Schoo, M. E., & Johnson, A. N. (2009). Dealing with slackers in college classroom work groups. College Student Journal. Retrieved from http://findarticles.com/p/articles/mi_m0FCR/is_2_43/ai_n31977584/pg_4/?tag=content;col1 on October 25, 2011.

References and Resources

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Sousa, D.A. (2001). How the brain learns: A classroom teacher's guide (2nd ed.). Thousand Oaks, CA: Corwin Press.

Svinicki, M. & McKeachie, W. J. (2011). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Belmont, CA: Wadsworth, Cengage Learning.

University of Colorado at Boulder. (2011). Group Work in the College Classroom. Science Education Initiative.

References and Resources

Page 55: Effective Group Work In The College Classroom

Illinois Mathematics and Science Academy® Web site: http://pbln.imsa.edu/

Maricopa Community College, Center for Teaching and Learning Web site: http://www.mcli.dist.maricopa.edu/pbl/

MERLOT Web site: http://www.merlot.org/merlot/index.htmNational Center for Case Study Teaching in Science. Web site:

http://ublib.buffalo.edu/libraries/projects/cases/case.html Sheridan College Institute of Technology and Advanced Learning. The Cooperative Learning Network. Web site: http://www-acad.sheridanc.on.ca/scls/coop/cooplrn.htm

TLT Group. Web site: http://www.tltgroup.org/ Wisconsin Online. Web site: http://www.wisc-online.com/

Group Work Activity Resources

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ALTEC at University of Kansas. RubiStar. Web site: http://rubistar.4teachers.org

Opened practices. Rubrics: Teamwork. Web site: http://openedpractices.org/resources?resources[]=rubric&outcomes[]=13

Reazon System, Inc. iRubric. Web site: http://www.rcampus.com/indexrubric.cfm

Rhodes, Terrel, ed. 2010. Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Washington, DC: Association of American Colleges and Universities. VALUE rubrics [download] Web site: http://www.aacu.org/value/rubrics/index_p.cfm?CFID=33835458&CFTOKEN=51692931

Group Work Rubric Resources