MANAGING STUDENT GROUPS - CETLA | Center for Excellence in

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MANAGING STUDENT GROUPS

CETLA Guest Lecture Series

Dr. Laura A. FleetPresenter

John H. Johnson School Of CommunicationsHoward University Professional Development and Leadership Academy

November 30, 2006

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MANAGING STUDENT GROUPS

Challenges

Strategies

Assessment

Benefits

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Challenges and Benefits to Group Work Student Survey

(Informal)CHALLENGES BENEFITS

• Tendency for group members to slack off. (lazy people)

• Low group meeting attendance.• Group may suffer if all members don’t do

their part.• Difficulty in getting everyone on one

accord.• Conflict may arise.• Conflicting schedules.• Conflicting ideas.• Variance in work ethics.• Unfamiliarity with colleagues.• One person may take over/Autocratic.• Distribution of workload (work not always

distributed evenly.• Accountability.

• Work is distributed evenly.• Mutual agreements, collaboration.• Enhancing the creativity of others.• Balance of weaknesses and strengths

between group members.• Ability to choose roles.• Sharing of ideas.• Cooperation and time management• Skills are improved.• Efficiency. • “Forced” to manage conflict• Meeting new people.• Learning different perspectives.• Cover more material.• Adds character to presentation.• Exposure to teamwork.

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CHALLENGES

Appropriateness of group activity.

Unequal contribution within groups.

Student preference for individual assessment.

Balance and mix of necessary skills for each group.

Maintenance of cohesive and supportive group climate.

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CHALLENGES: The Issues We Must Address

Decision to require student group projects.

Constructing “appropriate” groups.

Preparing students for working in groups.

Monitoring group process and progress.

Assessing student learning.

Evaluating the group process.

Presenter

Presentation Notes

For group projects to succeed, some class time needs to be dedicated to making explicit (or teaching) the necessary group skills. Specifically The concept of Supportive Group Climate Interventions for Conflict Resolution Presentation Skills and Requirements Group Performance/Assessment Criteria

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STUDENT GROUPS COMMON PROBLEMS

One or two vocal individuals often dominate the discussion.

Group frequently has difficulty staying focused on the assigned task.

Group presentations can sometimes fall flat.

Source: Michaelsen, L. K., Fink, L. D., & Knight, A. (1997) Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development. In To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Stillwater, OK: New Forums.

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CHARACTERIZATION OFCHALLENGES and ISSUES

The majority of challenges and issues associated withmanaging group assignments can be summed into twocategories:

Need for ensuring group cohesiveness.

Need for design of effective group assignments.

Presenter

Presentation Notes

With Effective Groups Assignments, we primarily need to Minimize social loafing (uneven contributions within groups) To Ensure Group Cohesiveness, we primarily need to Impose assignment guidelines that promote interaction within groups Let’s look at these two aspects in greater detail

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STRATEGIES FORPROMOTING GROUP COHESIVENESS

Ensure “individual” accountability…design assignments prompting input from all members, yet require group presentation

Motivate intensive group interaction…build discussions into your design …avoid assignments that foster independent work that an be pieced together …give decision-based analysis or problem-solving assignments on complex issues

Facilitate external performance feedback…provide immediate, clear, and meaningful feedback (group comparisons, classmate assessments, criteria-based critique)

Reward “group” success meaningfully…include group pay-offs (i.e., group performance as portion of grading) …provide social validation (i.e., peer group challenge and scrutiny)

Presenter

Presentation Notes

These four key dimensions have been regarded as the single most effective strategy for promoting group cohesiveness and interaction, and eliminating social loafing.

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TYPES OF INEFFECTIVE GROUP MEMBERS

Monopolizer

Silent member

Saboteur

Habitual joker

Know-it-all

Source: Edge Hill University. Seven Steps to Working in a Group. Available at: http://www.edgehill.ac.uk/tld/student/7steps/groups.htm

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ENSURING THAT ALL GROUP MEMBERS DO THEIR SHARE

Delegate Various Responsibilities

Be sure everyone approves what will be passed in. Everyone needs to read and critique each draft. Be sure tasks are broken down equally. Schedule planning meetings.

Divide Written Tasks

Discuss organization before writing.Plan to write the introduction, conclusion, and transitions between sections as a group to help the text "flow." Edit/revise the draft for coherence.

Source: Colorado State University. Writing the Paper Together. Available at: http://writing.colostate.edu/guides/processes/group/index.cfm

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ENSURING THAT ALL GROUP MEMBERS DO THEIR SHARE

(continued)

Monitor The Group

Encourage the group to monitor itself.Keep track of who speaks and when to ensure that all members have equal opportunities to speak.Discuss problems with the entire group.

Source: Colorado State University. Writing the Paper Together. Available at: http://writing.colostate.edu/guides/processes/group/index.cfm

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CHARACTERISTICS OF EFFECTIVE GROUP MEMBERS

Dependable

Flexible

Communicative

Project oriented

Considerate

Positive

Source: Working in Groups. Available at: http://www.humboldt.edu/~jgv1/319Web/groups.html

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STEPS TO WORKING IN A GROUP

Step One - Getting Started

Get to know the other group members.

Set some basic ground rules for the group.

Clarify the purpose of the group.

Step Two - Organizing/Planning the GroupIdentify the key stages needed to complete the overall task Set target dates for the completion of the stages Agree when you will review the progress of the group Identify the end product/outcome


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STEPS TO WORKING IN A GROUP (continued)

Step Three - Skills for Working in GroupsCommunication skills Observation skills Self-discipline skills Self-awareness

Step Four – Leadership in GroupsOrganizing the group

Encouraging the group

Managing group dynamics

Disciplining the group

Setting an example


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STEPS TO WORKING IN A GROUP (continued)

Step Five - The Group ProcessFormingStormingNormingPerforming


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PRINCIPLES FOR MANAGING INTRA-GROUP CONFLICT

Welcome Differences

React Positively

Use Empathy

Use Positive Feedback

Confront Problems

Negotiate Solutions Together

Source: Pokras, S. (1997). Working in teams: A team member guidebook. Menlo Park: Crisp Publications.

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INEFFECTIVE/EFFECTIVE GROUP ASSIGNMENTS


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STRATEGIESEffective Group Assignments

Phrase assignments to promote the use of higher-levelcognitive skills via three primary assignment alternatives:

Listing or enumerating concepts (low-level cognitive skills).

Making a choice (requires critical analysis).

Making a specific choice (most demanding cognitively).

Presenter

Presentation Notes

Defense of Specific Choice …minimally requires (a) multiple comparisons and discriminations, (b) exchange and analysis of content information, and (c) verification of rule application …such defense demands greater individual accountability during group interaction (i.e., give-and-take discussions of why on given choices, speaking to judgment criteria, presentation of clear and cogent rationales, and high energy in defending choices); and …offers greater potential for richer intergroup discussions and Q&A sessions

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Create assignments that facilitate inter-group comparisons requiring:

Group to make a choice or decision.

Time constraints for presentations.

Q & A session for each group (time limited).

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Monitor group process and progress according to group management criteria…prior to and during within-group activity (group development)…group content and delivery …feedback used to evaluate or design assignments

Use “Energy” as the acid test for effective group activity…Ask yourself “How can I change this assignment so that it will increase group cohesiveness?”…Observe if the group presentation incites the energy level of the class as a whole


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ASSESSMENTUSEFUL APPROACHES

Student Performance…daily or weekly journaling by individuals (periodically reviewed) with reflections on team formation and processing, contributions, and conflicts

…mid-point and concluding team memos on the group’s experience with reflections on lessons learned; observations and opinions on the group learning method as individually experienced

…grading system generally at group level (individual as appropriate)

…expected outcomes: improved understanding of the course material because of the interaction; appreciation for need to listen and to express ideas; and the experience and opportunity of the evolution of a supportive group climate

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ASSESSMENTUSEFUL APPROACHES

Design of Group Learning Experience

…student feedback allows timely surfacing and address of group issues

…written assignment (ungraded) used as an evaluation instrument

…cover questions on the general and/or specific nature of the assignments, group culture and climate; instructor’s role, comparison to other group experiences and learning formats

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Group Evaluation Form

Group Members: ______________________________ Evaluator: _______________________________________________________________________________________________________________________________________________________________________Subject:_____________________________________

Group Presentation Competencies Performance Ratings

Comments

Unsatisfactory 1-3 Satisfactory

4-7Excellent

8-10

~ Gain audience's attention.~ Communicates thesis/specific purpose.

~ Provides appropriate and credible supporting material.~ Appeared Well-Researched.~ Convincing/Persuasive.

~ Use of Visual or Audio Aid and Reference cited. ~ Use of visual/audio aid by each individual–able to see clearly, appropriate.~ Use of Power Point by Group.

~ Uses transitions that support the organizational pattern. ~ Flow of transitions between speakers.

~ Uses professional language, appropriate for audience and purpose; ~ Uses vocal variety to heighten and maintain interest, expressive vocals, speak at a good

pace for subject matter.~ Nonverbals: Uses physical behaviors that support and do not distract from the message, good

eye contact, appropriate use of gestures ~ Energy level high, expressive, dynamic ~ Dress – professional or relevant to speech topic.

~ Teamwork. Works well together, references material from each other.

~ Achieves closure - Summarizes clearly, memorably, provides a clear sense of closure

Total score: _____________

Comments:

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BENEFITS

Students learn better when they learn together.Students working together maximize both their own learning and that of the other group members.Potential for developing essential teamwork, communication and leadership skills.Workload for instructors can be somewhat decreased with group presentations.

What are some additional benefits?

Presenter

Presentation Notes

Have participants discuss additional benefits.

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REFERENCES AND SUGGESTED READINGS

Colorado State University. Writing the Paper Together. Retrieved November 17, 2006 from: http://writing.colostate.edu/guides/processes/group/index.cfm

Edge Hill University. Seven Steps to Working in a Group. Retrieved November 17, 2006 from: http://www.edgehill.ac.uk/tld/student/7steps/groups.htm

Ercolano, V. (1994). ``Learning through cooperation.'' ASEE Prism, V4, N3, November.

Mc Donald, D. Improving student learning with group assignments. (1995). Retrieved on November 27, 2006 from http://fie.engrng.pitt.edu/fie95/2b5/2b53/2b53htm.

Johnson, D.W., Johnson, R.T., and Smith K.A., Cooperative Learning: Increasing College Faculty Instructional Productivity, ASHE-ERIC Higher Education Report No. 4, Washington, DC: The George Washington University, School of Education and Human Development.

Michaelsen, L. K. & Black, R. H. (1994). Building learning teams: The key to harnessing the power of small groups in higher education. In C ollaborative Learning: A Sourcebook for Higher Education Vol. 2 . State College, PA: National Center for Teaching, Learning and Assessment.

Michaelsen, L. K. , Jones, C. F. & Watson, W. E. (1993). Beyond Groups and Cooperation: Building High Performance Learning Teams. In T o Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 1993 . Wright, D. L & Lunde, J. P. (Eds.). Stillwater, OK : New Forums Press Co.

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REFERENCES AND SUGGESTED READINGS

Michaelsen, L. K., Black, R. H. & Fink, L. D. (1996). What every faculty developer needs to know about learning groups. In T o Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 1996 . Richlin, L. (Ed.). Stillwater, OK : New Forums Press Co.

Michaelsen, L. K., Fink, L. D., & Knight, A. (1997) Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development. In To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Stillwater, OK: New Forums.

Pokras, S. (1997). Working in teams: A team member guidebook. Menlo Park: Crisp Publications.

Reynolds, M. (1994). Groupwork in education and training ideas in practice. London: Kogan Page.

Stein, R.F. & Hurd, S. (2000). Using Student Teams in the Classroom: Faculty Guide. Syracuse: Anker Publishing Company, Inc.

The University of Western Australia. (2000). Using group projects or student learning teams: Some questions to prompt effective practice. Retrieved on November 27, 2006 from www.catl.uwa.edu.au/publications/ITL/2000/10/questions.

Walker, C.J. (1995). Assessing group processes: Using classroom assessment to bulid autonomous learning teams. Assessment Update, 7., pp 4-5.

Wankat, P.C. & Oreovicz, F.S., (1994). ``A different way of teaching.'' ASEE Prism, V3, N5, January.

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MANAGING STUDENT GROUPS - CETLA | Center for Excellence in