Julie ChangMahvash Chaudhri

Naomi CouplinTricia Douglas

Problem Solving Groupwork

The Benefits of SUCCESSFUL Groupwork:Increased tolerance for othersCollaborative problem solvingEffective negotiationMore equitable interactionElements of Problem Solving Groupwork:Mixed ability groupingTackling of challenging projects

(i.e. through dramatizing or puzzle creating)Each student has a well-defined role

(director, script-writer, stage manager, graphic designer)Teacher serves as a resource

(for checking in with along each step)Ends with a presentation of projects

Introduction

1. Prepare all students for successful group-work

2. Assign engaging multiple ability projects3. Give group members clearly defined roles

and responsibilities4. Give groups autonomy and time to prepare

high-quality products5. Allow groups to show-case their work

Five Basic Steps for

Problem Solving Group-work

Prepare all students for successful groupwork

Forming Your GroupsEssential: Take 15 minutes or more to form them

Consider the following when grouping:Mixed abilitiesMixed genderMixed ethnicity

Mixed predominant intelligence (determine through observations of multiple-ability

projects and a simple diagnostic test) Break up friendship circles

Step One

Have clear guidelines for cooperative work

Make a poster, explain, and reinforce: Working COOPERATIVELY in groups

1. Smile, be friendly, and introduce yourself2. Arrange desks properly3. Use positive body language4. Use eye contact5. Listen to others6. Take turns giving ideas7. Use positive comments8. Be helpful9. Disagree in an agreeable way10. Follow directions and stay on task

Step One Con’t

Students must follow these guidelines effectively PRIOR to joining a group and beginning the group task

Tips for successful mixed ability groups: link up strong and weak interpersonal skills togetherkeep an easily accessible file for predominate

intelligences

Clearly define place of group-work its members their respective roles

Step One Con’t

Assign engaging, multiple-ability projects

Maximize success of your problem solving group:

The task should lead students to innovative answers to complex problems

If the task is too simple then the purpose of challenge and meaningful interaction will NOT be achieved

The group should consist of 3-4 students

There should be open-ended questions involving higher-order thinking skills

Step Two

The TASK must include:

A working together of multiple abilities bringing together multiple perspectives

More than one answer and more than one solution

A challenge to students – allowing them to use problem solving skills

An initial frustration so that a sense of accomplishment is achieved upon completion

Step Two Con’t

Give each group member a clearly defined role and responsibility

Specific, meaningful rolesSome examples: materials leader, building

checker, clean-up leader, reporterThe choice of roles depends upon

positively interdependent tasks – all members will have to cooperate to achieve a successful end result

This method ensures a cooperation of all members and prevents domination of any one given member

Step Three

Give groups autonomy and time to prepare high-quality products

Divide students into small groups with specific duties and roles

Monitor students’ progress to resolve problems if arise ASIDE TIP: to keep the group on task – the teacher should initial each

step upon completion

Possible Problems:1. Student gets off-task or refuses to join the group2. One student dominates the interaction3. Too noisy4. Run out of time

Step Four

Solutions to the possible problems: 1) Ask the group if they have tried two times to include

everyone. If necessary, take the student aside to go over the expectation.

2) Ask students to review their roles, give them two minutes to discuss how to better divide the responsibilities. Listen to their resolution.

3) It will be noisy, but productive noise. If it gets too loud, cheerfully ask the class to use their inside tone.

4) Give them a shorter time limit than they need. You can always tell them later that they will have additional time if they make an extra effort to create a great product.

Step Four Con’t

Allow groups to showcase their work.

Set high expectations for presentationsRearrange classroom for dramatic presentation For ex. set up a stage in the classroom and use

overhead projector to provide dramatic lightingPrepare plenty of props on hand For ex. masks, posters, costumes, sheets, hats

colorful cloth—let students be creative!Showcase student products throughout the school For ex. show off student work on bulletin

boards or school’s website

Step Five