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8/13/2019 Facilitating Small Group Work
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Facilitating
Small Group Work
Dr. Theresa R. Moore
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Outcomes of this workshopParticipants will:
Know basic concepts and examples of small group work; Know steps for effectively facilitating small group work;
Participate in a small group exercise;
Learn a few Classroom Assessment Techniques (CATs)using small groups;
Have the opportunity to discuss and ask questions.
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Types of small groupssimple Short term
Impermanent Ad hocExamples:
Think-Pair-Share
Four Corners
complex Longer activities
Permanent groups
Examples:
Jigsaw
Grouppresentations/projects
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Phases of group development
1.Forming
2.Storming
3.Norming
4.Performing
Tasks:
1. Define purpose and objectives(e.g. student learning outcomes)
2. Determine requirements androles
3. Establish ground rules
Determine consequencesSet agenda
4. Monitor performanceProvide feedback(e.g. e
valuations)Apply consequences
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Steps for successfulsmall group work
Build rapport(e.g. ice breaker) Open activity - Clarify goals;
Clarify roles - yours and students;
Discuss ground rules(student generated); Organize seating/room;
Create heterogeneous groups(small);
Keep track of time; Close the activity- discussion/debriefing.
*
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Forming groupsRandomly heterogeneous
from roster (alphabetically)
in class (counting off)
Research supports that heterogeneous
groups are more effective thanstudent, self-selected.
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Forming groups - Group size
Guiding principle: every member shouldhave the opportunity to participate andtake on a role.
Typically: 4-5 optimal.
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Forming groups
Building rapportIce Breaker
The interview (e.g. name, major, hometown)
A interviews B, and C interviews D Reverse interview (B interviews A, D interviews C) Introduce within small group Introduce within large group/whole class
(Silberman, 1996)
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Examples of ground rules-Norming groups
Come to class on time every day.
Come to class having done the assignment
and prepared to discuss it. Notify members of the group ahead oftime if one must miss class for any reason.
Be willing to share information.
Respect the views, values, and opinions ofother members of the group.
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Roles
Facilitator
Recorder/Scribe
Reporter/ SpokespersonTime Keeper
Other roles.
Supply ManagerFolder Manager
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Roles1. Facilitator Starts the activity and keeps the group on
task Reiterates roles for others, as needed
2. Recorder Takes notes as needed3. Reporter Presents to the large group4. Time Keeper Helps keep team on task within time limits
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Four Corners how to do it
1. Divide room into corners (issues).
2. Assign groups to corners.
3. Describe content; give think time.
4. Groups walk to corners and writeresponses/questions.
5. Groups rotate and add
responses/questions.6. Debrief with larger group.
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Four Cornersexample
exercise, content-specific1. Research should not be allowed on fetalstem cells under any circumstances.
2. Research should only be allowed on
currently existing stem cells.3. Research should be allowed on stem cells
from extra embryos specifically createdfor the purpose of in vitro fertilization.
4. Research should be allowed on stem cellsfrom extra embryos specificallycreated for the purpose of research.
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Jigsaw how to do it Create heterogeneous groups calledhome groups
Give students a part of a text to read(equally distributed)
Have expert groups get together toshare
Bring home groups back together todebrief
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Jigsaw how to do it
1 2
3 4
1 2
3 4
1 2
3 4
1 2
3 4
4 home
groups,
with 4
members each
1 1
1 1
2 2
2 2
3 3
3 3
4 4
4 4
4 expertgroups, with one
member from each homegroup
Rejoinhomegroups
and share
expertise
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CATs
1. Memory Matrix (p. 142)
2. Word Journal (p. 188)3. Invented Dialogues (p.203)
4. Student generated test questions
(p. 240)
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Jigsaw exercise
(30 minutes) Create home groups; Count off from 1 to 4 in home group;
Read assignment CAT (5 minutes); Join expert groups and share
(10 minutes);
Rejoin home group and share(15 minutes).
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Expert Groups1. Memory Matrix (p. 142)2. Word Journal (p. 188)
3. Invented Dialogues (p.203)4. Student generated test questions
(p. 240)
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Group work evaluation form Performing
1. Out of the 5 group members, how manyparticipated actively?
None one two three four five
2.Out of the 5 group members, how many were
prepared for the activity?
None one two three four five
3. How well did your group work together on thisassignment?
poorly adequately well extremely well
4.Suggest one change so that the group canwork better together?
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BibliographyAronson et al. (1978). The Jigsaw Classroom. Beverly Hills, CA: Sage.
Bonwell C., and Sutherland, T. (eds.) (1996). Using Active Learning in College Classes: ARange of Options for Faculty. Jossey-Bass Publishers.
Canady, R. L. and Rettig, M. D. (Eds.). (1996). Teaching in the block: Strategies forengaging active learners. Larchmont, NY: Eye On Education.
Cross, K. P. and Angelo, T.A. (1993). Classroom Assessment Techniques: A Handbook forCollege Teachers. Second Edition. Jossey-Bass: San Francisco.
Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in thecollege classroom,Edina, MN: Interaction Book Company.
Tuckman, B. and Jensen, M.A.C. (1977). Stages of small-group development revisited.Group and Organizational Studies. 2(4) 419-427.