Posts Tagged ‘group work’
I often get questions about group work. Recently, the question was phrased like this: “Can students learn anything in groups?” And, like faculty sometimes do, this questioner proceeded with the answer. “I don’t think my students can. When they work in groups they have no interest in doing quality work. Whatever the first person says, they all agree with that and relax into a social conversation.”
December 12 - Top 12 Teaching and Learning Articles for 2012, part 2
It wouldn’t be the end of the year without a few top 10 lists. As we say goodbye to 2012, we’re doing our list with a little twist: the top 12 articles of 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-through rates, web traffic and other reader engagement metrics.
December 11 - Top 12 Teaching and Learning Articles for 2012, part 1
As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2012, we published approximately 250 articles. The articles covered a wide range of topics – from group work to online learning. In a two-part series, which will run today and Wednesday, we’re revealing the top 12 articles for 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-thru rates, web traffic and other reader engagement metrics.
Here’s an empirical result I would not have predicted. It emerged in a meta-analysis of research on group learning activities as reported in 32 studies published in Teaching of Psychology between 1974 and 2011. I’ll be doing a detailed highlight of the entire article in an upcoming issue of The Teaching Professor. But the finding that surprised me involved the use of peer assessment within groups: “Our hypothesis of better learning outcomes with peer assessment was not supported. In fact, the data suggest that the opposite pattern may exist.” (p. 164)
September 18 - Using Group Work to Promote Deep Learning
Designed appropriately, cooperative learning assignments can actually turn group work—what was once a frustrating exercise for instructors and students alike—into a powerful way to reinforce course concepts and promote understanding. Let Barbara Millis, director of the Teaching and Learning Center at the University of Texas at San Antonio, show you how.
May 11 - An Interesting Group Work Model
It has a long, not-easy-to-remember name: Process Oriented Guided Inquiry Learning. It usually goes by its acronym: POGIL. It’s a model designed to replace lectures (though not necessarily all of them). Students discuss course material in teams, and they use carefully designed material that involves sequenced sets of questions—that’s the guided-inquiry part of the model. The process part relates to what is generally a three-phase learning cycle that involves exploration, invention, and application. It is derived from Piaget’s work on mental functioning.
I recently revisited something I have always considered a great resource. It originally appeared in a 1992 issue of The Teaching Professor and was published then as a Study Group Member’s Bill of Rights. It outlined what individuals had the right to expect when they participated in study groups. Students not only have rights, they also have responsibilities. Those rights and responsibilities are relevant in any group activity used to accomplish educational goals. The version below attempts to capture those larger expectations and duties.
Problem solving is “what you do when you don’t know what to do.”
What a simple, straightforward definition for something often defined in much more complex ways. But problem solving doesn’t always mean the same thing. It might be the solution to a specific problem, like those that appear on math quizzes, or it might be a collection of possibilities that respond to a complex open-ended problem. But however it’s defined, problem solving is one of those skills all teachers aspire to have their students develop.
One of the common objections to group work is that bright, capable students are held back when they share group activities and grades with students of lesser ability. This is of concern to teachers and students. Often very good students strongly oppose group work. They worry that an ineffective group with weak or nonproductive members will compromise their grades. Many openly express the belief that they can do the activity, project, paper, or presentation better on their own and would prefer doing it that way.
Group assignments are slowly finding their way into online courses and bringing with them incredible opportunities and big challenges. Integrating group work in the online classroom requires tailored content, a well-defined structure, and a change in student perception. This seminar will guide you through the entire process.