693SmallGroupWork

=Guidelines for Effective Coooperative Work in Small Groups= 4 9 '07

Group 1
-Structure, not just giving assignment. -Turn taking, perhaps tokens that each student had to contribute 'spend' in equal numbers. -Some wait for the right moment to speak. Give thinking time and wait versus pressuring them to speak? -Importance of awareness of group. Value contribution of others' participation -Disadvantages of a responsible facilitator, following goals and objectives and missing divergent opportunities -Activity that could help to have 5 min at begining of day (like check in) to get used to expressing self in group in an informal way before they join the group in a formal way

Group 2
-Acknowledge physical barriers, class/equipment structure adequate for group work. The teacher may want to suggest moving tables and chairs into a conducive arrangement (= one with equal access to all) -Give each person a copy, leveling roles. (One set of instuctions elevates holder of instructions to higher role.) -Assign roles, not randomly. Establish each member's skills based on each person's skills and how they were comfortable participating -Recognize shyness, lack of participation, and acknowledge each member's role in calling out input from all members. -Practice having students ask each other 'what do you think' -If roles are defined, each member is consciou of their role and that all members are aware of what that person is supposed to be contributing -Be aware that group leaders and 'high status' performers have a responsibility include the others -The group assigns specific tasks as part of the activity to each team member

Group 3 -Create guidelines realted to the specific activity -Assign roles to ensure all people partiicpate -Recognize that group process is as important as end result (not who solves it fastest, the team work is as important as getting to right answer first) -Not only one answer, the process or how to get through the steps and the clear thought process is important -Make sure the groups have an includer. Makes sure someone is making sure each person has their say (shy have a chance to speak, talkers are shut up) -Include summarizer as a role (to provide a record if someone doesn't understand, or group gets off track someone job). -Recognize that groups naturally evolve and other roles come about naturally -Avoid imparting status (e.g., by who gets the instructions or even calling the group "John's Group goes over there")

-- Feedback on Process of group activity: Group 1 Group contribution, hearing perspectives. Caught up in instructions, so maybe it takes a couple of practices. Group 3 Process gives order, each person had to participate. Gets to a lot of perspectives in a short amount of time. Keeping to time is important but recognize that some lee-way on allowing a good point to finish Clarify type of group the guidelines are for Allow flexibility in timing of phases in case a group is on a role