Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.
Many instructors from disciplines across the university use group work to enhance their students’ learning. Whether the goal is to increase student understanding of content, to build particular transferable skills, or some combination of the two, instructors often turn to small group work to capitalize on the benefits of peer-to-peer instruction. This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other’s learning (Johnson, et al., 2008).
Cooperative learning is characterized by positive interdependence, where students perceive that better performance by individuals produces better performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often involves specific instructor intervention to maximize student interaction and learning. It is infinitely adaptable, working in small and large classes and across disciplines, and can be one of the most effective teaching approaches available to college instructors.
What’s the theoretical underpinning, is there evidence that it works.
Informal cooperative learning groups In informal cooperative learning, small, temporary, ad-hoc groups of two to four students work together for brief periods in a class, typically up to one class period, to answer questions or respond to prompts posed by the instructor.
Think-pair-share
The instructor asks a discussion question. Students are instructed to think or write about an answer to the question before turning to a peer to discuss their responses. Groups then share their responses with the class.
Peer Instruction
This modification of the think-pair-share involves personal responses devices (e.g. clickers). The question posted is typically a conceptually based multiple-choice question. Students think about their answer and vote on a response before turning to a neighbor to discuss. Students can change their answers after discussion, and “sharing” is accomplished by the instructor revealing the graph of student response and using this as a stimulus for large class discussion. This approach is particularly well-adapted for large classes.
In this approach, groups of students work in a team of four to become experts on one segment of new material, while other “expert teams” in the class work on other segments of new material. The class then rearranges, forming new groups that have one member from each expert team. The members of the new team then take turns teaching each other the material on which they are experts.
Formal cooperative learning groups
In formal cooperative learning students work together for one or more class periods to complete a joint task or assignment (Johnson et al., 2014). There are several features that can help these groups work well:
This video shows an example of formal cooperative learning groups in David Matthes’ class at the University of Minnesota:
There are many more specific types of group work that fall under the general descriptions given here, including team-based learning , problem-based learning , and process-oriented guided inquiry learning .
The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka’s and Kurt Lewin’s identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members’ goal achievements promoting cooperation.
Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).
Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says.
Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.
David Johnson, Roger Johnson, and Karl Smith performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning in college students (Johnson et al., 2006). They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies, exhibiting a mean weighted effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. In essence, these results indicate that cooperative learning increases student academic performance by approximately one-half of a standard deviation when compared to non-cooperative learning models, an effect that is considered moderate. Importantly, the academic achievement measures were defined in each study, and ranged from lower-level cognitive tasks (e.g., knowledge acquisition and retention) to higher level cognitive activity (e.g., creative problem solving), and from verbal tasks to mathematical tasks to procedural tasks. The meta-analysis also showed substantial effects on other metrics, including self-esteem and positive attitudes about learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic performance (Kuh et al., 2007).
Springer, Stanne, and Donovan (1999) confirmed these results in their meta-analysis of 39 studies in university STEM classrooms. They found that students who participated in various types of small-group learning, ranging from extended formal interactions to brief informal interactions, had greater academic achievement, exhibited more favorable attitudes towards learning, and had increased persistence through STEM courses than students who did not participate in STEM small-group learning.
The box below summarizes three individual studies examining the effects of cooperative learning groups.
Preparation
Articulate your goals for the group work, including both the academic objectives you want the students to achieve and the social skills you want them to develop.
Determine the group conformation that will help meet your goals.
Choose an assessment method that will promote positive group interdependence as well as individual accountability.
Helping groups get started
Explain the group’s task, including your goals for their academic achievement and social interaction.
Explain how the task involves both positive interdependence and individual accountability, and how you will be assessing each.
Assign group roles or give groups prompts to help them articulate effective ways for interaction. The University of New South Wales provides a valuable set of tools to help groups establish good practices when first meeting. The site also provides some exercises for building group dynamics; these may be particularly valuable for groups that will be working on larger projects.
Monitoring group work
Regularly observe group interactions and progress , either by circulating during group work, collecting in-process documents, or both. When you observe problems, intervene to help students move forward on the task and work together effectively. The University of New South Wales provides handouts that instructors can use to promote effective group interactions, such as a handout to help students listen reflectively or give constructive feedback , or to help groups identify particular problems that they may be encountering.
Assessing and reflecting
In addition to providing feedback on group and individual performance (link to preparation section above), it is also useful to provide a structure for groups to reflect on what worked well in their group and what could be improved. Graham Gibbs (1994) suggests using the checklists shown below.
The University of New South Wales provides other reflective activities that may help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences.
Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school . Washington, D.C.: National Academy Press.
Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.
Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students’ development and diversity. Journal of College Student Development, 43 (1), 20-34.
Davidson, N., & Major, C. H. (2014). Boundary crossing: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), 7-55.
Dees, R. L. (1991). The role of cooperative leaning in increasing problem-solving ability in a college remedial course. Journal for Research in Mathematics Education, 22 (5), 409-21.
Gokhale, A. A. (1995). Collaborative Learning enhances critical thinking. Journal of Technology Education, 7 (1).
Heller, P., and Hollabaugh, M. (1992) Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics 60, 637-644.
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom (3 rd edition). Edina, MN: Interaction.
Johnson, D.W., Johnson, R.T., and Holubec, E.J. (2008). Cooperation in the classroom (8 th edition). Edina, MN: Interaction.
Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journl on Excellence in College Teaching 25, 85-118.
Jones, D. J., & Brickner, D. (1996). Implementation of cooperative learning in a large-enrollment basic mechanics course. American Society for Engineering Education Annual Conference Proceedings.
Kuh, G.D., Kinzie, J., Buckley, J., Bridges, B., and Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations (ASHE Higher Education Report, No. 32). San Francisco, CA: Jossey-Bass.
Love, A. G., Dietrich, A., Fitzgerald, J., & Gordon, D. (2014). Integrating collaborative learning inside and outside the classroom. Journal on Excellence in College Teaching, 25 (3&4), 177-196.
Smith, M. E., Hinckley, C. C., & Volk, G. L. (1991). Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 68 (5), 413-415.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96 (1), 21-51.
Uribe, D., Klein, J. D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology Research and Development, 51 (1), 5-19.
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
LX / Design a group assignment
This resource offers suggestions for designing group assignments which students will finding motivating. We’ll explore how to make the assignment meaningful, easily allocated into sub-tasks, relevant to learning outcomes and achievable.
One of the most crucial aspects of group work is the task set for the group. If students engage in their task, they will be more likely to be motivated to be an active participant in group work and develop new skills. Unfortunately, many students find their tasks to be inappropriate or too difficult for group work and thus lack motivation to work collectively on the assignment. In fact, many students view their assignments as little more than an individual assessment task applied to a group of students to reduce marking.
To develop a motivating group assignment, first you need to understand what students look for in a collaborative assessment task. Understanding students’ expectations is important because it allows you to see where your task can be aligned with their expectations. It also allows you to identify where alignment may not be possible. These differences can then be discussed with the students so they understand your reasons. Students will always work better when they understand why they are being assessed in a particular way.
There are four important factors which students look for in a group assignment.
Students are not only motivated by the mark they will receive for their assignment. They are also motivated by the work they will produce.
Students often report that their most motivating group assignments are those which are “client-based”. These are assignments where the groups enact the role of consultant and work on an issue which has been identified by the client (in most instances, an organisation). Groups usually produce some form of written report (or in some disciplines a product) which is assessed by the lecturer. Occasionally, the client is also invited to assess the group’s output. Students are particularly motivated when they know that the client will be viewing and assessing the work.
Designing “client-based” group assignments are becoming increasingly popular in university settings. Many organisations are interested in participating in such projects because of the insights and perspectives generated by the project groups. Non-profit organisations, with their limited resources, are often keen to become clients and students are particularly motivated to help such organisations.
Some lecturers are even beginning to view the university as a client and are designing group assignments which address particular concerns faced by students and staff.
Student groups almost always divide up their task and allocate different sections to each member. Even if you do not want the assignment to be broken up, they probably will (or at least attempt to do so).
Students argue that this is the only strategy to use when they are members of 3 or 4 other groups. Unfortunately, most groups struggle when they attempt to divide up the task because it has not been designed to be broken up. It has been designed to be completed collectively. The rationale behind this strategy is that students learn group skills by closely working together on every aspect of the task.
While this strategy can be effective, it usually takes much longer than one semester for it to work. Furthermore, it usually requires that members work together full-time on the one task. With students working part-time, on more than one task, in more than one group, it is in many ways an unrealistic strategy. There is just not enough time for students to work together on every issue.
Knowing that students divide up their group task, many lecturers are beginning to devise group assignments with this in mind. In these assignments, each group member is required to do a piece of work. These individual pieces are then combined together to form a completed group product (there is usually an introduction and conclusion which the group write together to bring the individual sections together).
Students are motivated by these types of assignments because:
Lecturers also benefit greatly from the task design due to:
As with any innovation, there are of course critics to the approach. The main criticism is that students are not working in ‘fully fledged’ groups and, as such, fail to develop a broad range of skills. While this may be true, proponents argue that it is far better to learn some skills well than many at only a shallow level. This approach works on the rationale that students should not be expected to learn too many skills in a semester, but rather focus on a number of key skills (eg. coordination, peer support, accountability).
Proponents also argue that the notion of the fully fledged group rarely exists in industry and that their approach more accurately mirrors the “real world”. In many organisations, team members often work independently on individual pieces and bring them together to form the product (or the collection of group products). The aim of their approach is to reflect this style of team work and to teach students how to operate under such a system.
It is understandable that many group assignments must be collaborative and result in a single product. For these assignments, it is important to remember that students will try to split the task up. If the task can be logically divided, it may be advisable to help them do so – this will save the group valuable time. If the task cannot be broken apart, this should be clearly explained to students before they try to do so.
As mentioned earlier, many students are sceptical about collaborative assessment tasks and often view them merely as a way of reducing marking. For students to be motivated to participate in group assignments, they often need to see the tangible benefits of doing so. This is best achieved by designing group assignments which are closely aligned to the learning objectives of the subject.
When designing collaborative assignments, it is important to consider what knowledge, skills and abilities you want your students to learn through group work. While there will be a generic set applicable to most group assignments (eg. learning to communicate and cooperate with peers), there will also be a specific set which need to be geared to the assignment. For example, what type of interpersonal communication skills do you want your students to learn? Do you want them to learn to communicate face-to-face or also to learn computer mediated communication? If the latter is important, then establishing an “on-line” group task (eg. an on-line debate or discussion group) would be appropriate.
All too often, lectures design group assignments with little reference to the learning objectives and this can create confusion for students. For example, students often fail to see how requirements such as communicating “on-line” or making a group presentation are relevant to their learning outcomes. Whilst the objective may be clear to the lecturer, students often have little idea. It is therefore important that the objectives of the group assignment are explicitly made known to students. This is best achieved through a well structured subject outline that breaks down the group assignment into its sub-components and links each component to a key learning objective.
When designing an appropriate group assignment, it is also important to set a task which can realistically be achieved by students within the specified time frame. Whilst the task may be meaningful and challenging, it can become too time consuming and overwhelming for students. This is particularly the case when students are doing equally challenging group assignments in their other subjects. Students often complain that many of their difficulties arise from the multiple group assignments they are forced to do each semester and how many lecturers are either insensitive or oblivious to this fact. T
he unfortunate result is that students become disillusioned with their group assignments and tend to apply themselves less. This usually results in a decrease in learning, motivation and output quality and an increase in group related problems such as conflict and the withdrawal of effort. To help design a realistically achievable task, it may therefore be worth ‘standing back’ and viewing the group assignment from the student’s perspective.
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by Shannon McCurdy, PhD, Physics
See also Group Work: Techniques
Learning Objectives How to Form Groups Group Size and Duration The Structure of Group Work Fostering Group Interaction Tips for Formulating Productive Group-Work Assignments
There are many learning objectives that can be achieved by having students collaborate either in pairs or in small groups. ( Bloom’s Taxonomy is a useful resource for formulating your learning objectives.) In groups, students can
Think about your goals for the activity: what do you want your students to get out of their participation?
Small groups or learning teams can be formed in four ways: randomly, teacher-selected, by seat proximity, or student-selected. Random and teacher-selected group assignments avoid cliques and ensure that students interact with different classmates throughout the semester.
Once you know your students fairly well, teacher selection can be useful for grouping students. Consider selecting groups or pairs with varying strengths and skill levels, since research has shown that groups of problem solvers with diverse skills consistently out-perform groups of problem solvers who are highly skilled in the same way (Page, 2007, cited in Davis, 2009, 194).
You may also want to consider using your students’ attitudes toward group work as a mechanism to help you create groups. Take a one-question survey, or add this question to the initial survey you use at the beginning of the semester:
Which of the following best describes your experience of group work?
Those who check “B” can be put into a group of their own. They might find this to be the first time they are really challenged and satisfied by group work (adapted from Byrnes and Byrnes, 2009).
Group size can vary, as can the length of time that students work together. Pairing is great for thirty-second or one-minute problem solving. Groups that work together for ten to 45 minutes might include four or five people. (If there are more than four or five, some members will stop participating). Groups can be formal or informal. Informal groups may be ad-hoc dyads (where each student turns to a neighbor) or ten-minute “buzz groups” (in which three to four students discuss their reactions to a reading assignment). Formal group assignments can serve semester-long group projects.
In large groups it is useful to assign roles within each group (examples: recorder, reporter to the class, timekeeper, monitor, or facilitator). If students are not used to working in groups, establishing some community agreements with the class about respectful interaction before the first activity can foster positive and constructive communication.
It is useful to arrange the students in groups before giving them instructions for the group activity, since the physical movement in group formation tends to be distracting.
Successful group work activities require a highly structured task. Structure the task to promote interdependence for creating a group product. Create an activity for which it is truly advantageous for students to work together. Make this task clear to students by writing specific instructions on the board or on a worksheet. Include in your instructions:
If your group work consists of a set of short problems for students to work through, as often happens in science and mathematics courses, there are many ways to structure the activity. Here are a few ideas, with some advantages and disadvantages.
You can give the whole class a single problem . Break into groups to solve it, then come back as a class and discuss the problem — either by having groups report out or by leading the discussion yourself. Then repeat.
You can give each group a different problem and have the groups report solutions back to the class.
You can give each group a different problem , have them solve it, and then have these groups split up and re-form in such a way that each new group has someone experienced with each of the problems. Then they can explain the solutions to each other.
You can give the whole class a set of problems and discuss the set of problems with each group.
During group work, as tempting as it may be, do not disengage from your class and sit at the front of the room! Circulate and listen to your students. Are they on task, or are they talking about their weekend plans? Are students understanding the concepts and the assignment, or are they all stuck and confused? Do they have questions for you? Pull up a chair and join each group for a while.
On implementing group work for the first time in their section, some GSIs find that the students fall awkwardly silent when the GSI walks by or listens to their discussion. This is only temporary, and it should stop once your students are familiar with you and the group-work format. Because unfamiliarity drives this reaction, it is good to implement group work very early in the semester and to use it often in your section.
When a student in a group asks you a question, the natural reflex is to answer it. That’s your job, isn’t it? Well, not exactly — it’s lower on the list than empowering students to find answers to the questions they ask. Frequently a student asking a question hasn’t discussed it with the group yet and is not aware that members of the group either know the answer or have enough information to figure it out together. So especially early on, when your class is forming group-work habits, it is important not to answer questions — at least not at first. Instead, ask the other group members how they would approach the question. If no one in the group has an idea, you can either give the group a start on how to answer it, consult with a different group on the question, or answer the question yourself. (The latter is best considered a last resort.) Following this pattern will foster group interactions, and soon students will only ask you questions after they have discussed them with their group.
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Students should be engaged with each other on a regular basis. Group work is one way to ensure there is interaction among peers.
A host of technology tools makes collaborating much easier than one might think. Students may hold virtual meetings using tools such as Google Hangouts, WebEx, or Zoom. Google Docs, Sheets, and Slides allows shared access to documents.
As the instructor, make sure group activities are comprehensive enough that students see the benefit of working together. Consider incorporating a peer evaluation rubric to encourage equitable contributions by all group members.
Successful online group work depends on clear instructions, concrete deadlines, articulation of student roles, and thorough explanations of how activities will be graded. Use the template below to set up your group project. Fill-in-the blanks to help answer the questions you’ll need to know to create the prompt. Answering these questions ahead of time will help communicate to students what the expectations of the project are upfront and prevent confusion later. Replace the information in the right hand column with your own group project details.
| Investigation of Education Myth |
| Friday, October 2 |
| 5 groups of 3 |
| Manual assignment of groups by instructor |
| Final project will be a 7 page exploration and investigation of an education myth with an accompanying infographic to be shared with the entire class (i.e. students’ preferred learning styles). Group members should share in content creation equally. |
| 2 synchronous group meetings – Evidence of synchronous communication (screenshot of webex, google hangout, or Zoom meeting) required for group contract creation and final project milestones. Splitting and coordination of project proposal, source search, annotated bibliography entries, and outline can be done asynchronously. Conversations must take place in the group forum in Canvas. Group evaluations are completed independently. |
| |
| |
| Total = 100 points |
| All projects are graded holistically based on milestones and final project quality and fulfillment of instructions. Deductions from that overall grade are made to individual students by instructor if group scores of individual members are below 80%. If the quality of the project suffers because of one or more group member’s lack of contribution, only the group member who didn’t do the work will get a lower grade. |
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The following page is a one column layout with a header that contains a quicklinks jump menu and the search CSUN function. Page sections are identified with headers. The footer contains update, contact and emergency information.
Before you assign another group project . . . . six keys to creating effective group assignments and team projects (2011).
Wendy Yost, Lecturer Department of Recreation & Tourism Management California State University, Northridge [email protected]
Note: documents on this page can be viewed online using free software: Adobe Acrobat Reader (for .pdf files) and Microsoft Word Viewer (for .doc files).
When I first started teaching Recreation & Tourism Management 302 - Dynamics of Leadership in Recreation & Human Services, I knew that in order to meet the Learning Outcomes for the course it would be important to include a group project among the class assignments.
Yet I also knew, that as a student, I hated group projects. I typically did more than my share of the work to achieve a desirable grade, it was difficult to find time outside of class to meet with my classmates and professors weren't always clear about their expectations for group assignments.
It turns out, two decades later, these concerns persist as a recent study conducted on campus confirmed.
Recently 136 students at California State University, Northridge completed a survey having to do with Navigating Conflict in Student Teams. The students identified five contributing factors to experiencing conflict in student teams: Schedule/Distance differences, Quality/Personal Standards differences, Style/Personality differences, Group Size/Roles and Accountability. More specifically, of the students who responded indicated the following:
[Scott, W., Taylor, A., Lemus, D., and Oh, J. (2008, April). Navigating Conflict in Student Teams . Symposium conducted at Faculty Development Series, California State University Northridge, California.]
So as I thought through how to build a more effective, engaging and enjoyable group project, I realized I needed to approach the assignment differently than I had seen it approached in the past.
Below you will find detailed information about a group project that I have administered for the last six semesters along with the various tools that I designed to support the students with the assignment.
To provide further context, I use this assignment in a 300 level required student leadership course that typically includes 35 - 40 (but has included as many as 50) students, all pursuing their degrees in Recreation & Tourism Management.
Each semester, this assignment has been well received by students as a critical learning experience as well as an unexpectedly fun opportunity to get to know themselves and their classmates as leaders.
I routinely receive feedback from students about this group project being the first group project that they ever enjoyed participating in. I don't think their feedback has much to do with the assignment itself, but rather the context created for the assignment and the tools and support offered throughout it.
There are six keys that come to mind when I think of this assignment and what has contributes to its success:
Group projects always make me nervous. My social skills are not all there, I guess. Although, since starting this semester, getting into groups and participating in activities has been fun and great for networking. I don’t feel as uncomfortable as I have felt in the past with previous classes. –Thomas
This starts with the very first day of class when I review a section in the course syllabus entitled: Appropriate Classroom Etiquette . In it I explain...
Every person in the class deserves your respect. We are all here to learn. Including me. As we move through the semester, you may not always agree with what is being shared. In such cases, please make a point of disagreeing with what is being said without attacking the person who said it. Learning how to give and receive constructive feedback is a cornerstone of leadership. It is also a skill that takes practice. So as necessary, I will ask you to rephrase your opinion or observation in a more constructive way.
There are also several things that I have been told by students that I do that help them want to participate in class: I learn each student's name by the third week of class (including in the class of 50*), I welcome and encourage differing points of view as long as they are communicated respectfully, and I encourage students to share things about themselves with the class in low risk ways. For example, when I am returning papers, I ask that the students to share their favorite ice cream flavor, favorite movie, favorite place to eat and so on. I ask the class to pay attention to what is being shared as they might find someone in class that they have a lot in common with.
*A small side bar on learning names quickly: I tell the students that it is important that they be known by me and known by each other in this class. I ask about correct pronunciation of any names I have difficulty with again and again. I have the students state their name before talking for the first few weeks. I take notes on my role sheet to help remember key traits. I allow myself to make a lot of mistakes the first few weeks, and restate my commitment to learning their names. The students seem to cut me some slack when I mess up given they see that I am trying. I often use appropriate humor to smooth over my mistakes, especially when they occur half way through the semester.
There are several systems for remembering names that you can find online. If this is something you would like to work on, I recommend conducting a brief online search and then selecting a process that will work best for you.
A playful facet of creating a conducive environment emerged organically one semester and has stuck ever since. It is my invoking my Best Audience Ever clause. I explain to the students that they are all going to be speaking in front of the class over the course of the semester and therefore they will want to provide a comfortable atmosphere for public speaking.
I then write on the board that a positive atmosphere includes students who are Attentive, Supportive and Smiling. I write the words on the board in such a way that the first letter stands out and then suggest that doing anything other than being Attentive, Supportive and Smiling would leave them being what the initials spell out. It usually gets a laugh and they usually get the point.
We know that most of the students in our classes work part time, full time or more not to mention other responsibilities they have on their plates. If you have any doubts about this, ask the students in your class. I was surprised to learn how many students were juggling multiple jobs in addition to school to be able to help their family with expenses. I also found that many students have significant responsibilities when it comes to helping to raise younger brothers or sisters or helping with aging parents or grandparents. All of which take time and energy.
By building in class time for the groups to meet, it reduces one of the biggest concerns students have about group assignments and it allows you to observe the groups in action to assess what additional support and/or direction might be needed.
There are a couple of things I would like to point out about the Sample Group Project Worksheet. I wait until after the last day to add/drop to assign groups. I found that this minimizes frustration of groups gaining or loosing members. Students can still add/drop after this date, but more signatures are required to do so and it is therefore less common. If a group looses a student after they have started their planning process, I meet with them to discuss how to best adjust their project plan. I also adjust my expectations for how long their presentation needs to be and consider the impact of having lost a member mid-project when calculating their grades.
On the days that they gather in their work groups, I take role and then ask them to get into their groups. I bring various resources that can assist them in the their planning process and I serve as a willing resource until the last group leaves the room. Students are able to use this time to work in our classroom, go to the library, go to a computer lab or go elsewhere on campus that might support their planning process.
Sample Group Project Worksheet (DOC, 35 KB) / Sample Group Project Worksheet (PDF, 18 KB)
At the start of the semester, I let the students know that there will be a group project, and that I am committed to having it be unlike any group project they have experienced before. We talk about what they dislike about group projects and then I provide information about how this group project will be different and ask that they please set aside past experiences and be open to a more positive experience this semester.
More specifically, the students know upon reading the syllabus for class at the start of the semester that I am committed to their experience working on a group project being a positive one, that they will have time in class to meet, that they will have access to me if any questions or concerns arise during their planning process, and that they will have a supportive audience when they do their group presentations.
Group Project Assignment Excerpts from Course Syllabus (DOC, 45 KB) / Group Project Assignment Excerpts from Course Syllabus (PDF, 17 KB)
I reserve the right to grade individually. This lessens some of the concerns students have about mismatched standards of quality or having to do more than their fair share of the work. It does mean that mechanisms need to be created to assess individual grades (i.e. Peer Reviews, Journal Entries, or the like). Yet it provides freedom in being able to assign grades that are appropriate for the level of work contributed. This method also allows students to gain important skills related to giving and receiving feedback.
A few words on the samples provided in this section. Each student in class completes a Peer Review Form. I draw names for which students will conduct the peer reviews for which groups the day of each presentation. This process keeps the students engaged in the classes being taught by their peers.
If a student feels that there were group members who did not effectively contribute to the planning or execution of their group's project, then they are encouraged to speak up about it in their Student Report (a journal entry) and to submit a Collaborative Learning Form.
If I elect to provide different grades for members of a group, that decision is based on corroborating data from the following: Students expressing concern to me, what multiple group members communicated in their Student Reports, any Collaborative Learning Forms received and what was readily apparent to me and to the peer reviewers while watching the group's presentation.
In some cases, I think the sheer possibility of individual grades has encouraged students who might otherwise slack off, to instead step up, knowing that they will not be carried by their group mates.
Sample Peer Review Form (PDF, 19 KB)
Sample Student Report (PDF, 61 KB)
Sample Collaborative Learning Form (PDF, 17 KB)
The ice-breaker was a great way to get acquainted and find out how to best interact with group members – while having fun! –Katie
I found it critically important to hold lectures and discussions on typical issues related to group dynamics before putting students into groups. And provide avenues for the students to express concerns with how their group's progress is unfolding.
The activity that launches the group project is a simple one, and yet it is an activity that come the end of the semester, many students still reference. It is based on Bruce Tuckman's Forming – Storming – Norming – Performing model of group development.
After conducting a lottery to put students into groups, I have them do a small ice breaker (favorite movie or the like) as they add their names, phone numbers and email addresses to the Group Project Worksheets.
I then have them refer to the Tuckman's Forming Storming Norming Performing Overview in their class reader and assign each group one of the stages of group development: Forming, Storming, Norming or Performing. As a group they get to choose how to best teach their assigned stage of development to the class via three of the following possible methods: Singing a Song, Reenacting a TV Scene, Reenacting a Movie Scene, Reenacting a Historical Reference or via an Interpretive Dance. I remind them of the Best Audience Ever Clause: Attentive, Smiling and Supportive and I give them 15 minutes to prepare.
When it is time to perform, I have each group come to the front of the room one at a time, stand in front of their peers, take a breath and look to their peer audience. I have the group members announce which chapter they will be teaching the class for their group project, and have each group member share their name. I have the class clap for them before they actually present their way of teaching Forming, Storming, Norming or Performing.
After each group has presented their material, we discuss both the group development model and what the experience was like for them. I drive home that all groups storm and that it is a natural part of a group's development and therefore to acknowledge it when it happens. I also share that they have now all been in front of the class, spoke in front of their peers (some even sang or danced!) and they lived through it. So by the end of the semester, their group project should be a piece of cake!
The Forming, Storming, Norming, Performing activity was a blast! It brought our group closer together and allowed us to work together and amalgamate our ideas. Our topic was Performing. We took too much time discussing our ideas so when our time was up we didn’t have much of a plan. I do believe that given the time we have to work on the group project we will work together really well. –Emily
Above is just one example with one ice-breaker, lists of ice-breakers can be easily located via a simple online search. You can also visit the Dick Scott Memorial Leadership Library located in the Matador Involvement Center on campus (1st Floor, University Student Union Sol Center) where you can check out books that list thousands of ice-breakers and team builders and how to facilitate them. Some favorites from the Leadership Library include:
Sample Group Project Worksheet (PDF, 18 KB)
Tuckman's Forming Storming Norming Performing Overview (PDF, 45 KB)
I have found that it is important to provide multiple avenues for students to share their experience functioning as part of a group. Some ideas:
If a student or students come to me before or after class or during office hours with concerns about their group, I take time during the next class session to ask how all of the groups are doing, what has been working and what has presented different challenges. Students can learn from other groups as to how to function more effectively and if most of the groups are struggling you might find aspects of the assignment that you might consider re-tooling in the future.
Create an evaluation or simply have a discussion that allows students to provide you with feedback on what they learned from the assignment, what could have made the assignment more relevant/applicable and what additional support from the professor might have be helpful.
In closing, at the end of each semester, we spend an entire class revisiting what we learned during our past 15 weeks together. Time and again students reference the group project. They speak to what they learned as a presenter, as a group member, as a peer reviewer and as a learner receiving chapter content from their peers. While there are a lot of steps involved in the process outlined, they have shown to make a positive difference in how students experience group projects. I think one particularly shy student summed it up well...
I just want to thank you for giving me and my classmates the opportunity and the encouragement to know one another so when that time comes to speak in front of the class, I will feel comfortable and ready to demonstrate leadership. –Deon
Related Recommended Readings (PDF, 36 KB)
Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group projects, ways to organize groups, and what to do when the process goes awry.
Some reasons to ask students to work in groups
Asking students to work in small groups allows students to learn interactively. Small groups are good for:
Some benefits of working in groups (even for short periods of time in class)
Caveat: If you ask students to work in groups, be clear about your purpose, and communicate it to them. Students who fear that group work is a potential waste of valuable time may benefit from considering the reasons and benefits above.
Large projects over a period of time
Faculty asking students to work in groups over a long period of time can do a few things to make it easy for the students to work:
Forming the group
Organizing the work
Unless part of the goal is to give people experience in the process of goal-setting, assigning tasks, and so forth, the group will be able to work more efficiently if they are provided with some of the following:
Caveat: Setting up effective small group assignments can take a lot of faculty time and organization.
Organizing the Work
Understanding and Managing Group Processes
Groups work best if everyone is included and everyone has a chance to contribute ideas. The group's task may seem overwhelming to some people, and they may have no idea how to go about accomplishing it. To others, the direction the project should take may seem obvious. The job of the group is to break down the work into chunks, and to allow everyone to contribute. The direction that seems obvious to some may turn out not to be so obvious after all. In any event, it will surely be improved as a result of some creative modification.
Encouraging Ideas
The goal is to produce as many ideas as possible in a short time without evaluating them. All ideas are carefully listened to but not commented on and are usually written on the board or large sheets of paper so everyone can see them, and so they don't get forgotten or lost. Take turns by going around the group—hear from everyone, one by one.
One specific method is to generate ideas through brainstorming. People mention ideas in any order (without others' commenting, disagreeing or asking too many questions). The advantage of brainstorming is that ideas do not become closely associated with the individuals who suggested them. This process encourages creative thinking, if it is not rushed and if all ideas are written down (and therefore, for the time-being, accepted). A disadvantage: when ideas are suggested quickly, it is more difficult for shy participants or for those who are not speaking their native language. One approach is to begin by brainstorming and then go around the group in a more structured way asking each person to add to the list.
Examples of what to say:
(Note: In addition to all this, the leader must take part in thc discussion and participate otherwise as a group member. At these times, the leader must be careful to step aside from the role of leader and signal participation as an equal, not a dominant voice.)
Concerns of Individuals That May Affect Their Participation
Characteristics of a Group that is Performing Effectively
After a large number of ideas have been generated and listed (e.g. on the board), the group can categorize and examine them. Then the group should agree on a process for choosing from among the ideas. Advantages and disadvantages of different plans can be listed and then voted on. Some possibilities can be eliminated through a straw vote (each group member could have 2 or 3 votes). Or all group members could vote for their first, second, and third choices. Alternatively, criteria for a successful plan can be listed, and different alternatives can be voted on based on the criteria, one by one.
Categorizing and evaluating ideas
Making a decision
After everyone's views are heard and all points of agreement and disagreement are identified, the group should try to arrive at an agreement that makes sense to everyone.
If a group is functioning well, work is getting done and constructive group processes are creating a positive atmosphere. In good groups the individuals may contribute differently at different times. They cooperate and human relationships are respected. This may happen automatically or individuals, at different times, can make it their job to maintain the atmospbere and human aspects of the group.
Roles That Contribute to the Work
Initiating —taking the initiative, at any time; for example, convening the group, suggesting procedures, changing direction, providing new energy and ideas. (How about if we.... What would happen if... ?)
Seeking information or opinions —requesting facts, preferences, suggestions and ideas. (Could you say a little more about... Would you say this is a more workable idea than that?)
Giving information or opinions —providing facts, data, information from research or experience. (ln my experience I have seen... May I tell you what I found out about...? )
Questioning —stepping back from what is happening and challenging the group or asking other specific questions about the task. (Are we assuming that... ? Would the consequence of this be... ?)
Clarifying —interpreting ideas or suggestions, clearing up confusions, defining terms or asking others to clarify. This role can relate different contributions from different people, and link up ideas that seem unconnected. (lt seems that you are saying... Doesn't this relate to what [name] was saying earlier?)
Summarizing —putting contributions into a pattern, while adding no new information. This role is important if a group gets stuck. Some groups officially appoint a summarizer for this potentially powerful and influential role. (If we take all these pieces and put them together... Here's what I think we have agreed upon so far... Here are our areas of disagreement...)
Roles That Contribute to the Atmosphere
Supporting —remembering others' remarks, being encouraging and responsive to others. Creating a warm, encouraging atmosphere, and making people feel they belong helps the group handle stresses and strains. People can gesture, smile, and make eye-contact without saying a word. Some silence can be supportive for people who are not native speakers of English by allowing them a chance to get into discussion. (I understand what you are getting at...As [name] was just saying...)
Observing —noticing the dynamics of the group and commenting. Asking if others agree or if they see things differently can be an effective way to identify problems as they arise. (We seem to be stuck... Maybe we are done for now, we are all worn out... As I see it, what happened just a minute ago.. Do you agree?)
Mediating —recognizing disagreements and figuring out what is behind the differences. When people focus on real differences, that may lead to striking a balance or devising ways to accommodate different values, views, and approaches. (I think the two of you are coming at this from completely different points of view... Wait a minute. This is how [name/ sees the problem. Can you see why she may see it differently?)
Reconciling —reconciling disagreements. Emphasizing shared views among members can reduce tension. (The goal of these two strategies is the same, only the means are different… Is there anything that these positions have in common?)
Compromising —yielding a position or modifying opinions. This can help move the group forward. (Everyone else seems to agree on this, so I'll go along with... I think if I give in on this, we could reach a decision.)
Making a personal comment —occasional personal comments, especially as they relate to the work. Statements about one's life are often discouraged in professional settings; this may be a mistake since personal comments can strengthen a group by making people feel human with a lot in common.
Humor —funny remarks or good-natured comments. Humor, if it is genuinely good-natured and not cutting, can be very effective in relieving tension or dealing with participants who dominate or put down others. Humor can be used constructively to make the work more acceptable by providing a welcome break from concentration. It may also bring people closer together, and make the work more fun.
All the positive roles turn the group into an energetic, productive enterprise. People who have not reflected on these roles may misunderstand the motives and actions of people working in a group. If someone other than the leader initiates ideas, some may view it as an attempt to take power from the leader. Asking questions may similarly be seen as defying authority or slowing down the work of the group. Personal anecdotes may be thought of as trivializing the discussion. Leaders who understand the importance of these many roles can allow and encourage them as positive contributions to group dynamics. Roles that contribute to the work give the group a sense of direction and achievement. Roles contributing to the human atmosphere give the group a sense of cooperation and goodwill.
Floundering —While people are still figuring out the work and their role in the group, the group may experience false starts and circular discussions, and decisions may be postponed.
Dominating or reluctant participants —Some people might take more than their share of the discussion by talking too often, asserting superiority, telling lengthy stories, or not letting others finish. Sometimes humor can be used to discourage people from dominating. Others may rarely speak because they have difficulty getting in the conversation. Sometimes looking at people who don't speak can be a non-verbal way to include them. Asking quiet participants for their thoughts outside the group may lead to their participation within the group.
Digressions and tangents —Too many interesting side stories can be obstacles to group progress. It may be time to take another look at the agenda and assign time estimates to items. Try to summarize where the discussion was before the digression. Or, consider whether there is something making the topic easy to avoid.
Getting Stuck —Too little progress can get a group down. It may be time for a short break or a change in focus. However, occasionally when a group feels that it is not making progress, a solution emerges if people simply stay with the issue.
Rush to work —Usually one person in the group is less patient and more action-oriented than the others. This person may reach a decision more quickly than the others and then pressure the group to move on before others are ready.
Feuds —Occasionally a conflict (having nothing to do with the subject of the group) carries over into the group and impedes its work. It may be that feuding parties will not be able to focus until the viewpoint of each is heard. Then they must be encouraged to lay the issue aside.
James Lang, " Why Students Hate Group Projects (and How to Change That) ," The Chronicle of Higher Education (17 June 2022).
Hodges, Linda C. " Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement ," CBE—Life Sciences Education 17.2 (2018): es3.
Chris Drew (PhD)
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
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Group roles help to distribute tasks fairly. They may also prevent duplication of work, achieve efficiency, and ensure group member accountability .
For students, group tasks are assigned to help students develop soft skills like teamwork and collaboration . These skills are important for workplace readiness.
Examples of group roles for students include: facilitator, arbitrator, monitor, note-taker, and timekeeper. Below, 21 different types of group roles are outlined for you to pick from for your own group tasks.
1. Facilitator – The facilitator is a person who guides the group’s discussions. They may come to the group discussion with a set of discussion questions to ask, prompt quieter team members to see what their opinions are, and ask ‘devil’s advocate’ questions to help improve the group discussion and achieve a better outcome.
2. Arbitrator/Haromonizer – The arbitrator steps up to ensure the group achieves common consensus. Once group members have presented their ideas and opinions, the arbitrator will help the group to find shared consensus on a way forward. They might ask team members to come to compromise, find ways to include all viewpoints, or identify ways team members’ views are congruent. A good strategy for the arbitrator is to draw up a venn diagram to visualize points of overlap between team members’ views.
3. Monitor – The monitor keeps account of objects, supplies, and other items within the team. They will know who owns what items, and which items are shared team items. They may have a check-in/check-out sheet to ensure all items are accounted for. Because this is a mostly accounting role, the monitor may also have another group role at the same time.
4. Notetaker – The notetaker will take minutes in all meetings. They should be accountable for sharing those notes after the meeting and cleaning them up so they are easy for all team members to read. It’s a good idea for the notetaker to also write down what the outcome of the meeting was, what actions will take place after the meeting, and who is responsible for which action.
5. Time Keeper – The timekeeper ensures that everything in the meeting gets enough time to be discussed. This may mean that they encourage the team to get started instead of socializing at the start, or encourage the team to move on if one topic is being dwelled upon at the expense of others. The time keeper can also keep track of how long each task will take so the entire team project is completed in time. In other words, they will set milestones for different tasks to be completed.
6. Devil’s advocate – The devil’s advocate’s entire role is to pick holes in the current project and identify weaknesses. This is a hard role because you’re going to be being critical of others. Make sure you’re not too harsh, and let people know when you’re wearing your “devil’s advocate” hat so they know you’re playing a role and not just being snarky!
7. IT Guru – The IT guru is in charge of all things technology. They might make sure there is space booked in the library with the right IT equipment, organize the electronic equipment for a class presentation, and create the animations for the team’s slide deck.
8. Reporter – The reporter is the designated person who gives the final presentation to the teacher or class. They might be the best speaker or presentor of the group. However, they need to be a representative of the whole group and not just say what they want. Sometimes, every group member is expected to take this role in equal measure during a presentation.
9. Researcher – Sometimes, a group may decide to allocate one person the role of ‘researcher’. This person is tasked with going away and gathering further information on a topic that they team has identified as an area wher emore knowledge is required. They will come back to team meetings later on with what they found. To be good at this role, you need to have strong media literacy skills.
10. Mentor – The mentor is usually a team member who is more experienced and able to guide the team through their project. This mentor should be there to provide support but allow the team members to lead. Mentors encourage and help without being overly intrusive. They might know the right questions to ask or have great advice during times of adversity.
11. Leader – Some teams assign a leader who will be the designated ‘head’ of the task. There are many different types of leadership that the group will have to figure out. For example, can the leader overrule the group or would you prefer a democratic leadership style ? The leader might also be expected to delegate tasks to the rest of the team.
12. Servant Leader – Another type of leadership role in the group could be the ‘servant leader’. This is a hard-working leader whose every task is focused on serving the team and the group goals.
13. Autocratic Leader – The autocratic leader is a firm authority figure whose job is to make all the final decisions. The buck stops with them, but they might have to overrule their team members if they disagree with them.
14. Pacesetting Leader – The pacesetting leader is the type of leader whose role is to set high expectations for the team. Like the lead runner in a marathon, the pacesetting leader moves the fastest and works the hardest to show the team how it’s done.
15. Charismatic Leader (Motivator) – The charismatic leader is a motivator. Your group might assign a charismatic leader if there’s one person everyone respects for their ability to motivate a team and the whole group knows this leader will get the most out of the team.
16. Prioritizer – The prioritizer’s role is to make sure the group is focused on the things that matter and will achieve progress. In a meeting, the prioritizer will choose which tasks should be raised, and at the end of the meeting, they may create a hirearchy of to-do tasks so the group knows which tasks need to be done most urgency.
17. Diverger – The diverger’s role is to put on a ‘ divergent thinking ’ hat. Divergent thinking is all about thinking about multiple possible solutions to a single problem. If there’s a task that requires divergent thinking ( such as brainstorming ), the diverger will take the lead in the discussion.
18. Converger – The converger’s role is to put on a ‘convergent thinking’ hat. Once the team has gathered a bunch of data points, the converger tries to bring those data points together to find a single best solution to the problem.
19. Runner – The runner’s role is to run tasks for the team. This role is often given to the intern or assistant who works on the periphery of the group. They are not as required in group discussion and while their input is welcome, they can also leave the group to run tasks in the middle of sessions if needed.
20. Wildcard – The wildcard steps in when another group member is missing. One day they might be the note taker and the next they might be the IT Guru. While they don’t have one clear role, they need to be skilled enough to step into any role at short notice, so they’re a valuable asset.
21. Checker – The checker reviews everyone else’s work to make sure it meets a minimum standard. They might be the best at grammar and spelling, for example, or they might peer review others’ work to make sure it’s factually accurate and doesn’t have flaws in their arguments.
The group dynamics of every group is different, so there is no best way to assign group roles. Negotiate with your team and solicit advice from your teacher.
Below are some suggested strategies for assigning roles:
If there is one piece of advice I can give to my students, it’s to remind them that you’ll never get your own way when completing group tasks. In fact, you might need to put aside the idea of getting A+ grades and focus on the intrinsic value of the task: to learn the social skills of working with people who have different perspectives, skills, and motivations to you. Remember that this is practice for the workplace where you’ll be working in groups with interpersonal conflicts on a daily basis.
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In this unit.
This unit includes suggestions for designing group assignments which students will finding motivating. It will cover issues such as making the assignment:
One of the most crucial aspects of group work is the task set for the group. If students engage in their task, they will be more likely to be motivated to be an active participant in group work and develop new skills. Unfortunately, many students find their tasks to be inappropriate or too difficult for group work and thus lack motivation to work collectively on the assignment. In fact, many students view their assignments as little more than an individual assessment task applied to a group of students to reduce marking.
To develop a motivating group assignment, first you need to understand what students look for in a collaborative assessment task. Understanding students' expectations is important because it allows you to see where your task can be aligned with their expectations. It also allows you to identify where alignment may not be possible. These differences can then be discussed with the students so they understand your reasons. Students will always work better when they understand why they are being assessed in a particular way.
There are four important factors which students look for in a group assignment: 1) if it's meaningful 2) if it is easily allocated into sub-tasks 3) what they will learn? and 4) is it achievable?
Students are not only motivated by the mark they will receive for their assignment. They are also motivated by the work they will produce.
Students often report that their most motivating group assignments are those which are "client-based". These are assignments where the groups enact the role of consultant and work on an issue which has been identified by the client (in most instances, an organisation). Groups usually produce some form of written report (or in some disciplines a product) which is assessed by the lecturer. Occasionally, the client is also invited to assess the group's output. Students are particularly motivated when they know that the client will be viewing and assessing the work.
Designing "client-based" group assignments are becoming increasingly popular in university settings. Many organisations are interested in participating in such projects because of the insights and perspectives generated by the project groups. Non-profit organisations, with their limited resources, are often keen to become clients and students are particularly motivated to help such organisations.
Some lecturers are even beginning to view the university as a client and are designing group assignments which address particular concerns faced by students and staff.
Student groups almost always divide up their task and allocate different sections to each member. Even if you do not want the assignment to be broken up, they probably will (or at least attempt to do so).
Students argue that this is the only strategy to use when they are members of 3 or 4 other groups. Unfortunately, most groups struggle when they attempt to divide up the task because it has not been designed to be broken up. It has been designed to be completed collectively. The rationale behind this strategy is that students learn group skills by closely working together on every aspect of the task.
While this strategy can be effective, it usually takes much longer than one semester for it to work. Furthermore, it usually requires that members work together full-time on the one task. With students working part-time, on more than one task, in more than one group, it is in many ways an unrealistic strategy. There is just not enough time for students to work together on every issue.
Knowing that students divide up their group task, many lecturers are beginning to devise group assignments with this in mind. In these assignments, each group member is required to do a piece of work. These individual pieces are then combined together to form a completed group product (there is usually an introduction and conclusion which the group write together to bring the individual sections together).
Lecturers also report that they are better able to assess group work. They are able to assess each member's individual piece and how the pieces fit together as a group product.
As with any innovation, there are of course critics to the approach. The main criticism is that students are not working in "fully fledged" groups and, as such, fail to develop a broad range of skills. While this may be true, proponents argue that it is far better to learn some skills well than many at only a shallow level. This approach works on the rationale that students should not be expected to learn too many skills in a semester, but rather focus on a number of key skills (eg. coordination, peer support, accountability). Proponents also argue that the notion of the fully fledged group rarely exists in industry and that their approach more accurately mirrors the "real world". In many organisations, team members often work independently on individual pieces and bring them together to form the product (or the collection of group products). The aim of their approach is to reflect this style of team work and to teach students how to operate under such a system.
It is understandable that many group assignments must be collaborative and result in a single product. For these assignments, it is important to remember that students will try to split the task up. If the task can be logically divided, it may be advisable to help them do so — this will save the group valuable time. If the task cannot be broken apart, this should be clearly explained to students before they try to do so.
As mentioned earlier, many students are sceptical about collaborative assessment tasks and often view them merely as a way of reducing marking. For students to be motivated to participate in group assignments, they often need to see the tangible benefits of doing so. This is best achieved by designing group assignments which are closely aligned to the learning objectives of the subject.
When designing collaborative assignments, it is important to consider what knowledge, skills and abilities you want your students to learn through group work. While there will be a generic set applicable to most group assignments (eg. learning to communicate and cooperate with peers), there will also be a specific set which need to be geared to the assignment. For example, what type of interpersonal communication skills do you want your students to learn? Do you want them to learn to communicate face-to-face or also to learn computer mediated communication? If the latter is important, then establishing an "on-line" group task (eg. an on-line debate or discussion group) would be appropriate. What type of group presentation/reporting skills do you want your students to learn? Do you want students to learn how to produce a written document as a group and/or to make a formal oral presentation? If you want your students to learn both, then oral group presentation would be appropriate component to the assignment.
All too often, lectures design group assignments with little reference to the learning objectives and this can create confusion for students. For example, students often fail to see how requirements such as communicating "on-line" or making a group presentation are relevant to their learning outcomes. Whilst the objective may be clear to the lecturer, students often have little idea. It is therefore important that the objectives of the group assignment are explicitly made known to students. This is best achieved through a well structured subject outline that breaks down the group assignment into its sub-components and links each component to a key learning objective. For example, in a subject outline, a student might read: "In this assignment, you will be required to communicate with your fellow group members both face-to-face and on-line. This requirement is to help you learn how to communicate in multiple modes and understand how your participation in each mode may vary depending on your preferred communication style." As can be seen in this example, students will understand what they will be required to do and most importantly, what they will learn through their participation.
When designing an appropriate group assignment, it is also important to set a task which can realistically be achieved by students within the specified time frame. Whilst the task may be meaningful and challenging, it can become too time consuming and overwhelming for students. This is particularly the case when students are doing equally challenging group assignments in their other subjects. Students often complain that many of their difficulties arise from the multiple group assignments they are forced to do each semester and how many lecturers are either insensitive or oblivious to this fact. The unfortunate result is that students become disillusioned with their group assignments and tend to apply themselves less. This usually results in a decrease in learning, motivation and output quality and an increase in group related problems such as conflict and the withdrawal of effort. To help design a realistically achievable task, it may therefore be worth "standing back" and viewing the group assignment from the student's perspective.
UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.
You've been given your assignment and have your group members in place. Your next step is to set up your group's goals, roles, and ground rules to make the most of your time working together. Taking a few minutes at the start of your assignment to cover this will often proactively address any issues that may arise during group projects.
Let's look into each of these a bit more:
Use our downloadable Group Work Roadmap [ .doc / .pdf ] to take the guesswork out of this process.
In this first step, you are ensuring everyone is on the same page regarding what mark you want for your project, what date you will submit your project, and determining your specific project topic or focus if given choice in your assignment.
Know from day one if your group is aiming for a final grade in the 70s, 80s, or 90s. Also, discuss if this mark is one you can comfortably achieve or if it is one you will strive for. This will help set both the tone for the group and the expectation for submissions.
As a group, collectively decide on a date for final review and submission. As you will have many people working on many parts try to build in time for group reviews of the final draft of a project well ahead of the required due date. This will allow time for additions or upgraded work ahead of the due date.
As a group, discuss the project's outline and be sure to come to a consensus about what is expected. Brainstorm and discuss topics if your professor allows self-selection. This will set your group up for drafting task assignments and ensuring everyone is working toward a common goal.
Now that your group has established the "what" of the project, you need to consider the "who" and the "when".
Each member should have an equal amount of tasks they will carry from the group's workload. This does not necessarily mean an equal number of tasks across all members as some tasks may be very large and others very small. As a group, look at your assignment and begin to break down the project into various tasks.
Once all tasks are written out, have each member indicate if there are any particular tasks they are best equipped for or are interested in doing. For tasks which remain after this initial selection process begin to delegate these out in an equitable fashion. This can be done through another round of self-selection, random draw, or any number of processes. Review again the overall workload being tasked to each member - does the amount of time and effort seem equal? Finally, collectively create a schedule of mini-deadlines each task must be drafted, reviewed, and submitted within the overall timeline of the project.
Another role to be considered is that of the draft reviewer. Each member's tasks should be shared with another member once a final draft has been created. This review period should allow time for feedback and for the draft creator to be able to implement any changes agreed upon.
Ground rules for groups cover the details which push your progress along and create fair communication & conflict expectations. Again, using our Group Work Roadmap resource will help navigate many of the ground rules needed to be covered. Considerations include meetings, attendance, communication, and conflict.
"Setting Expectations & Ground Rules" [Algonquin College Library; YouTube]
Whether big or small, using our Group Work Roadmap can help give a physical space for your group to document many of the choices made concerning goals, roles, and ground rules. Taking a couple of minutes to complete this at the start of your project will give everyone a clear path to navigate and clear expectations of them by the group. The more transparent these factors are, the less likely you are to encounter misunderstanding-based conflicts.
Algonquin College of Applied Arts & Technologies. (2021, June 3). Essential study skills: Group work . Algonquin College of Applied Arts & Technologies: Student Support Services. https://algonquincollege.libguides.com/studyskills/group-work
Carnegie Mellon University. (n.d.). Sample group project tools: team contract template . Carnegie Mellon University: Eberly Center. Retrieved March 9, 2022 from https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/tools/TeamContracts/teamcontracttemplate.docx
Carnegie Mellon University. (n.d.). What are the challenges of group work and how can I address them ? Carnegie Mellon University: Eberly Center. Retrieved March 9, 2022 from https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/challenges.html
Indeed Editorial Team. (2021, June 9). Four common types of team conflict and how to resolve them . Indeed. https://www.indeed.com/career-advice/career-development/types-of-team-conflict
La Trobe University. (2020, September 18). Common types of group conflicts and how to resolve them . La Trobe University. https://www.latrobe.edu.au/mylatrobe/common-types-of-group-conflicts-and-how-to-resolve-them/
Levin, P., and Kent, I. (2001). Draft manual on teamwork tutoring: 28 questions and answers for academics on teamwork in universities .
Oregon State University. (n.d.). Team work makes the dream work: make your group project awesome like a blessing of unicorns. Oregon State University: Academic Success Center. Retrieved March 9, 2022 from https://success.oregonstate.edu/sites/success.oregonstate.edu/files/LearningCorner/Tools/4-page_twdw_-_fill_-_20.pdf
University of British Columbia. (n.d.). Resolving conflict. University of British Columbia: Chapman Learning Commons. Retrieved March 11, 2022 from https://learningcommons.ubc.ca/student-toolkits/working-in-groups/resolving-conflict/.
University of Waterloo. (n.d.). Teamwork skills: Being an effective group member . University of Waterloo: Centre for Teaching Excellence. Retrieved March 9, 2022 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member
Group project report, 10+ sample group project report, what is a group project report, different types of group project report, benefits of writing a group project report, basic elements of a group project report, how to write a group project report, what are some examples of group project reports, what are the benefits of a writing group project report, what are the significant steps in writing a group project report, how to develop a summary for work and project achievements.
1. group project progress report, 2. group project assignment report, 3. group service project report, 4. working group project report, 1. monitors the overall performance of a group project, 2. determines potential risks and issues, 3. increases project visibility and control, 4. acquires knowledge and ignites success, step 1: create an executive summary , step 2: define the project goals, objectives and desired outcomes, step 3: design a clear timeline of the group project, step 4: proofread and revise the report, step 5: prepare the final group project report, share this post on your network, you may also like these articles, medical report.
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Group work templates.
The following table envisions crucial moments of the planning and implementation of group work to make sure it is effective and supports your learning goals. This sample report can be filled out by the group to reflect working dynamics. The idea is to acknowledge the different strengths students bring to group work, which can then be reflected in their grades. A report is also a great way to intervene if progress on the task is derailed, or if a problem develops within the group that students cannot adequately arbitrate independently.
Download the Group Work Templates (PDF)
The following table envisions crucial moments of the planning and implementation of group work to make sure it is effective and supports your learning goals.
Recommended Tasks | ||
---|---|---|
Before Group Work Begins | ||
During Group Work | ||
After Group Work Ends |
*Adapted from the University of Michigan Center for Research on Teaching and Learning Guidelines for Using Groups Effectively .
This sample report can be filled out by the group to reflect working dynamics. The idea is to acknowledge the different strengths students bring to group work, which can then be reflected in their grades. A report is also a great way to intervene if progress on the task is derailed, or if a problem develops within the group that students cannot adequately arbitrate independently.
Description: Each member of the group earns a rating between 1-4 based on the left-hand list. 1 represents limited contribution, 2 moderate contribution, 3 substantial contribution, and 4 leading contribution.
Strenghts | ||||
---|---|---|---|---|
Logistics | Student: 1-4 Student: 1-4 Student: 1-4 Student: 1-4 | |||
Preparation | Student: 1-4 Student: 1-4 Student: 1-4 Student: 1-4 | |||
Efficiency | Student: 1-4 Student: 1-4 Student: 1-4 Student: 1-4 | |||
Development | Student: 1-4 Student: 1-4 Student: 1-4 Student: 1-4 |
Our group agrees that this report accurately reflects each individual’s contribution. We have come to these conclusions as a group and each of us are initialing this document to indicate that we have reached consensus. We have added further clarity to qualify our ratings below as we saw fit.
Teaching Resources
Resource overview.
How using roles can improve group work in your class
While collaborative learning through group work has been proven to have the potential to produce stronger academic achievement than other kinds of learning environments (Johnson, Johnson, & Smith, 2006), it can be challenging to implement successfully because many students come to college without the tools they need to automatically succeed in collaborative learning contexts. One way of providing supportive structures to students in a collaborative learning environment is through assigning roles within group work.
Assigning group roles can be a beneficial strategy for successful group work design for a number of reasons:
One small group learning methodology where the use of group roles is well-defined and researched is the Process Oriented Guided Inquiry Learning (POGIL) method . The POGIL method calls for groups of three or four students who work in a team on process-oriented guided inquiry activities in which students construct their knowledge through interactions with others. Traditional POGIL roles for group members are provided below (POGIL, 2016).
You can adapt roles for different kinds of group tasks. While the POGIL model is a useful place to start, you may find that the tasks associated with your discipline require other kinds of roles for effective group learning. Adding to or reframing POGIL roles can be beneficial in these contexts. Below are some suggestions for additional roles that might be valuable to a variety of learning situations.
The following suggestions are strategies for effective facilitation of group roles. These strategies are helpful in a wide variety of group work situations, but are essential for group work that will last beyond a single class period, or constitute a significant portion of student grades.
Overall, using assigned roles in group work provides students with a supportive structure that promotes meaningful collaborative learning. While group learning can be challenging to implement effectively, using roles can mitigate some of the challenges associated with learning in groups, while offering students the opportunity to develop a variety of communication skills that will be critical to their success in college and their future careers.
Burke, Alison. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching , 11(2), 87-95.
Beebe, S.A., & Masterson, J.T. (2003). Communicating in small groups . Boston, MA: Pearson Education.
Cheng, W. Y., Lam, S. F., & Chan, C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project‐based learning. British Journal of Educational Psychology , 78 (2), 205-221.
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., White, H.B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL and PLTL. Biochemistry and Molecular Biology Education, 36 (4), 262-73.
Hale, D., & Mullen, L. G. (2009). Designing process-oriented guided-inquiry activities: A new innovation for marketing classes. Marketing Education Review , 19 (1), 73-80.
Hirshfield, L., & Chachra, D. (2015). Task choice, group dynamics and learning goals: Understanding student activities in teams. 2015 IEEE Frontiers in Education Conference: Launching a New Vision in Engineering Education Proceedings, FIE 2015 , 1-5.
Johnson, C. (2011). Activities using process‐oriented guided inquiry learning (POGIL) in the foreign language classroom. Die Unterrichtspraxis/Teaching German , 44 (1), 30-38.
Johnson, D. W., Johnson, R. T., and Smith, K.A. (2006). Active learning: Cooperation in the university classroom . Edina, MN: Interaction.
Moog, R.S. (2014). Process oriented guided inquiry learning. In M.A. McDaniel, R. F. Frey, S.M. Fitzpatrick, & Roediger, H.L. (Eds.). Integrating cognitive science with innovative teaching in STEM disciplines (147-166). St. Louis: Washington University in St. Louis Libraries.
The POGIL Project. (2017). https://pogil.org/
Springer, L., Stanne, M.E., & Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 96 (1), 21-51.
Teaching excellence & educational innovation, what are the benefits of group work.
“More hands make for lighter work.” “Two heads are better than one.” “The more the merrier.”
These adages speak to the potential groups have to be more productive, creative, and motivated than individuals on their own.
Group projects can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006).
Properly structured, group projects can reinforce skills that are relevant to both group and individual work, including the ability to:
Group projects can also help students develop skills specific to collaborative efforts, allowing students to...
While the potential learning benefits of group work are significant, simply assigning group work is no guarantee that these goals will be achieved. In fact, group projects can – and often do – backfire badly when they are not designed , supervised , and assessed in a way that promotes meaningful teamwork and deep collaboration.
Faculty can often assign more complex, authentic problems to groups of students than they could to individuals. Group work also introduces more unpredictability in teaching, since groups may approach tasks and solve problems in novel, interesting ways. This can be refreshing for instructors. Additionally, group assignments can be useful when there are a limited number of viable project topics to distribute among students. And they can reduce the number of final products instructors have to grade.
Whatever the benefits in terms of teaching, instructors should take care only to assign as group work tasks that truly fulfill the learning objectives of the course and lend themselves to collaboration. Instructors should also be aware that group projects can add work for faculty at different points in the semester and introduce its own grading complexities .
Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
Caruso, H.M., & Wooley, A.W. (2008). Harnessing the power of emergent interdependence to promote diverse team collaboration. Diversity and Groups. 11, 245-266.
Mannix, E., & Neale, M.A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31-55.
National Survey of Student Engagement Report. (2006). http://nsse.iub.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf .
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
If you are confused about what to write in the acknowledgement section for a group project or assignment and need a sample for inspiration, this blog post is just for you.
As similar to most of the acknowledgements you write, you are required to thank everyone who helped you complete the group project. You need to acknowledge the contribution of everyone who has helped you complete this project. You can include teachers, school, friends, family, and maybe your lab assistant if you have been assisted by him. For a group assignment, you have to write the acknowledgement section in plural form.
“acknowledgement” vs “acknowledgment”… …what the hack.
Both “acknowledgement” and “acknowledgment” are used in the English-speaking world. However, acknowledgement with the “e” in the middle is more commonly used. It is up to 24.5 times more popular in the top 5 English-speaking countries in the world.
How to write an acknowledgement: the complete guide for students.
You can just write a couple of sentences to write a short and sweet acknowledgement section. For this you can just thank your teacher and your school/college. However, it is great if you include your college principal, your friends, and your family, or anyone whom you think has helped you with this project.
You can use the following acknowledgements as a sample or inspiration to write your own version of acknowledgement. If you are confused about what phrases to use or want to know how to write a formal acknowledgement, you can check this post .
Please do not copy these examples word to word but try to create your own version. Also, do not forget to thank everyone for helping you with this project. Here are some samples you can take inspiration from.
We are grateful to our respectable teacher, Mr. X , whose insightful leadership and knowledge benefited us to complete this project successfully. Thank you so much for your continuous support and presence whenever needed.
We would also like to thank Mr.Z for his advice and contribution to the project and the preparation of this report.
Last but not the least, We would like to thank everyone who is involved in the project directly or indirectly.
The completion of this project could not have been possible without the participation and assistance of a lot of individuals contributing to this project. However, we would like to express our deep appreciation and indebtedness to our teachers and supervisors for their endless support, kindness, and understanding during the project duration.
Also, we would like to thank all our relatives, family, and friends who supported us in one way or another.
Above all, we would like to thank the Great Almighty for always having his blessing on us.
We are very grateful to our teachers and professors who gave us a chance to work on this project. We would like to thank him for giving us valuable suggestions and ideas.
We would also like to thank our college for providing us all the necessary resources for the project. All in all, we would like to thank everyone involved in this project and helped us with their suggestions to make the project better.
Finally, we would like to thank our parents and friends for always being with us and supporting us in every situation.
We have taken a lot of effort into this project. However, completing this project would not have been possible without the support and guidance of a lot of individuals. We would like to extend our sincere thanks to all of them.
We are highly indebted to Mr. Y for their guidance and supervision. We would like to thank him for providing the necessary information and resources for this project.
We would like to express our gratitude towards our parents & our friends for their kind co-operation and encouragement which help us a lot in completing this project.
Our thanks and appreciations also go to our colleague in developing the project. Thank you to all the people who have willingly helped us out with their abilities.
Please do not copy these examples word to word but try to create your own version. You can also use our auto acknowledgement generator tool to automatically generate acknowledgement for your project.
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Ideas for group & collaborative assignments. Why collaborative learning? Collaborative learning can help. students develop higher-level thinking, communication, self-management, and leadership skills. explore a broad range of perspectives and provide opportunities for student voices/expression. promote teamwork skills & ethics.
Once I explain the process of picking group members and project topics, I provide the following description of the assignment: "Based on your focus, your group will lead a literary analysis discussion for the class to participate in.
Ideas for Great Group Work. Many students, particularly if they are new to college, don't like group assignments and projects. They might say they "work better by themselves" and be wary of irresponsible members of their group dragging down their grade. Or they may feel group projects take too much time and slow down the progression of ...
Give groups a challenging assignment, such as solving a problem or applying a theory to a real-world situation. Find more information on this strategy at the Team-Based Learning Collaborative
Here are the exact steps you need to follow for a reflection on group work essay. Explain what Reflection Is. Explore the benefits of group work. Explore the challenges group. Give examples of the benefits and challenges your group faced. Discuss how your group handled your challenges. Discuss what you will do differently next time.
What are best practices for designing group projects? What is true for individual assignments holds true for group assignments: it is important to clearly articulate your objectives, explicitly define the task, clarify your expectations, model high-quality work, and communicate performance criteria. But group work has complexities above and ...
How to Evaluate Group Work Students working in small groups often learn more and demonstrate better retention than students taught in other instructional formats. When instructors incorporate group assignments and activities into their courses, they must make thoughtful decisions regarding how to organize the group, how to facilitate it, and how to evaluate the completed work.
This type of group work is formally termed cooperative learning, and is defined as the instructional use of small groups to promote students working together to maximize their own and each other's learning (Johnson, et al., 2008).
Design a group assignment. This resource offers suggestions for designing group assignments which students will finding motivating. We'll explore how to make the assignment meaningful, easily allocated into sub-tasks, relevant to learning outcomes and achievable. One of the most crucial aspects of group work is the task set for the group. If ...
Formal group assignments can serve semester-long group projects. In large groups it is useful to assign roles within each group (examples: recorder, reporter to the class, timekeeper, monitor, or facilitator).
Manual assignment of groups by instructor. Final project details (format, length, group responsibilities) Final project will be a 7 page exploration and investigation of an education myth with an accompanying infographic to be shared with the entire class (i.e. students' preferred learning styles). Group members should share in content ...
I routinely receive feedback from students about this group project being the first group project that they ever enjoyed participating in. I don't think their feedback has much to do with the assignment itself, but rather the context created for the assignment and the tools and support offered throughout it.
Group Work Many students have had little experience working in groups in an academic setting. While there are many excellent books and articles describing group processes, this guide is intended to be short and simply written for students who are working in groups, but who may not be very interested in too much detail. It also provides teachers (and students) with tips on assigning group ...
For students, group tasks are assigned to help students develop soft skills like teamwork and collaboration. These skills are important for workplace readiness. Examples of group roles for students include: facilitator, arbitrator, monitor, note-taker, and timekeeper. Below, 21 different types of group roles are outlined for you to pick from ...
For students to be motivated to participate in group assignments, they often need to see the tangible benefits of doing so. This is best achieved by designing group assignments which are closely aligned to the learning objectives of the subject. When designing collaborative assignments, it is important to consider what knowledge, skills and ...
Group work: Goals, roles, & ground rules You've been given your assignment and have your group members in place. Your next step is to set up your group's goals, roles, and ground rules to make the most of your time working together. Taking a few minutes at the start of your assignment to cover this will often proactively address any issues that may arise during group projects.
Create a compelling and well-structured group project report by using our sample project reports in this article. Download them right now!
Group Work Templates. The following table envisions crucial moments of the planning and implementation of group work to make sure it is effective and supports your learning goals. This sample report can be filled out by the group to reflect working dynamics. The idea is to acknowledge the different strengths students bring to group work, which ...
Sample group project tools. Here are different group project tools you might consider adopting or adapting for use in your own courses. You can find others on the Web. Read about best practices for designing and assessing group projects to learn more about how to use these tools. Or come talk to us at the Eberly Center for guidance on how and ...
Group roles can help disrupt stereotypical and gendered role assignments, which can be common in group learning. For example, Hirshfield and Chachra (2015) found that in first-year engineering courses, female students tended to undertake less technical roles and more communicative roles than their male colleagues.
First, depending on the objectives of the assignment, the instructor might want to assess the team's final product (e.g., design, report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both. Second, group performance must be translated into individual grades - which raises issues of fairness and equity. Complicating ...
Group work also introduces more unpredictability in teaching, since groups may approach tasks and solve problems in novel, interesting ways. This can be refreshing for instructors. Additionally, group assignments can be useful when there are a limited number of viable project topics to distribute among students.
Acknowledgement for Group Assignment/Project: Sample 1. We are grateful to our respectable teacher, Mr. X , whose insightful leadership and knowledge benefited us to complete this project successfully. Thank you so much for your continuous support and presence whenever needed.