Conducting Groups

There are times when covering course content is not enough. When classroom goals call for involvement, the effective teacher uses well-designed group work to create a learning environment where students can explore ideas, practice applications, or share insights. Yet, there are pitfalls that can make group work unproductive. Below are some tips to help you design successful group activities.

Select the Topic

Teachers need to clarify what objective will be met by using group work. Here are some ways to change presentations into group tasks.

Issues. Redefine the subject matter around an issue that sharpens student interest. Ask groups to engage the issue by using the subject matter.

Applications. Use groups to develop ideas about how to apply course content to specific situations. Ask the CIRT for info on Application Cards.

Practice. List out the skills (practical and intellectual) that you want the students to be able to practice. Plan group activities that practice these skills.

Organize the Activity

Teachers need to prepare as much for group work as for lectures.

Choose a Group. There are various types of groups: pairs, triads, and so on. Each suits a different task. Contact the CIRT for information on different groups you might use.

Plan the Activity. Good groups have a planned structure: a clear task, assigned duties, and set results. The CIRT can send you sample of ways to structure group sessions.

Give Instructions

Teachers cannot assume that students know how to handle group work. In fact, most students need opportunities to discover how to collaborate. Below are a couple tips to help them.

Be Clear. Use overheads or handouts to describe the steps to follow, assign specific roles, and stipulate precise procedures or products.

Clarify. Establish a procedure for clarifying confusion. Wander around the room, checking for questions. Share ideas about what to do when activities are not working or unexpected problems arise.

Group Process

Skills for working in groups are learned not innate. The teacher needs to be prepared to provide instruction on best practices.

Learning to Learn. Assist students with learning skills (active listening, note-making, examining resources). Keep an eye out for difficulties and be prepared to provide short instructions on how to proceed.

Social Practices. There are many social skills that are required for effective group work. Discuss acceptable social behavior with students. Some examples can be obtained from the CIRT.

Group Process. More involved groups evolve through stages. An instructor who understands each stage can target activities that facilitate group development. Ask the CIRT for a chapter that outlines sample activities for each stage.

Monitor Progress

Students need on-going feedback about the progress their group is making. Effective teachers anticipate this need and have regular assessment strategies to help the group improve itself.

Forms. Pass out evaluation forms at the end of a work session and report the results to the class. For sample forms, contact the CIRT.

Debrief. At the end of the meeting have group members rate how effective the session was on a scale of 1-10. Those who rank it below 4 should be invited to explain problems they experienced, allowing the group to revise its actions as needed.

Final Comments

Where groups are simple and assignments short -- for example, think-pair-share involves groups of two in reflections that last only several minutes -- teachers need only attend to these issues in a cursory way. As group work gets more involved, however, more careful designing is essential for success. Teachers who can expand their understanding of the requirements for effective group learning extend the range of effective learning environments they can create. The CIRT has a variety of sources that describe how to design successful groups for learning purposes. We will be glad to provide you with the information you need to strengthen your understanding of how to create effective learning groups in your classroom, studio, or laboratory.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on October 26, 1998.