facilitating small group work

8/13/2019 Facilitating Small Group Work

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May 22, 2006 1

Facilitating

Small Group Work

Dr. Theresa R. Moore


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May 22, 2006 2

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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May 22, 2006 3

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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May 22, 2006 4

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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May 22, 2006 9

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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May 22, 2006 12

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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May 22, 2006 13

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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May 22, 2006 15

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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May 22, 2006 16

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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May 22, 2006 17

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.

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