Collaborative Learning

Designing Effective Groups:

1. Design tasks that help students achieve objectives

2. Create distinct roles for group members to elicit full participation

3. Avoid planning group work in which some members can have a “free ride” or in which one member may “take over” the assignment.

4. Determine grading policy; consider separate grades for individuals and the group as a whole.

5. Detail the group assignment in a handout that outlines time allotted, expectations and grading schema

Group Work in Action:

1. Explain in full the group assignment, time limits, expectations, and grading schema to students.

2. Assign groups, either randomly, self-selected, or teacher-selected. Advantages and disadvantages come with each method.

3. Group students appropriately for the tasks ahead: will three members be enough for a wide-range of input, or will pairs achieve the objectives just as effectively?

4. Assign roles to group members such as recorder, reporter, timekeeper, facilitator, etc.

5. Circulate as groups are working on their tasks, making yourself available to them for questions and letting them know that you consider this task to be significant enough to monitor.
6. Let students know when they are nearing their time limit (the five-minute mark, for example).

Reflecting/Assessing Group Work:

1. Have students report their results to the class, which allows you an opportunity to assess the assignment and lets them know their hard work is valued.

2. Reflect upon the participation and performance of group members: were the objectives achieved?

3. Grade students according to your previously established schema.

4. Have students reflect upon their group work experience, either in a brief discussion at the end of class or through a brief writing assignment.