Difference between revisions of "Group activities in interactive teaching"
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| + | Group activities are an integral part of teaching. Often they consist of tasks given to students in order to work on them collectively. However, it cannot be assumed that students consciously or subconsciously perform operations that allow them to get started with problem solving in group tasks. | ||
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| + | There are at least two issues here. One is generic and related to [[Bottleneck|bottlenecks]] which appertain to group work.The second one is indirect: Instructors often use group activities as a means to help student overcome difficulties related to subject matter, implicitly assuming that group work as a format is free of its own [[Bottleneck|bottlenecks]]. If this assumption does not hold, however, the teaching format might backfire and hinder to achieve the intended teaching goal. | ||
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==Decoding work done== | ==Decoding work done== | ||
===Identification of bottleneck=== | ===Identification of bottleneck=== | ||
| − | In group activities many students are not effectively working as groups. | + | In group activities many students are not effectively working as groups and don't know how to do so. |
| − | <br /> | + | |
| + | The instructor interviewed observed that at the beginning of in class group activities many of his students are "falling in some kind of hibernation"<ref name=":0">Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning<br /></ref>. Students' difficulties related to group work seem to be at least in part beyond social and psychological interactions among the members of the groups which seem to be at the focus of most research on group work.<ref>Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work" In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.<br /></ref> | ||
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===Description of mental tasks needed to overcome the bottleneck=== | ===Description of mental tasks needed to overcome the bottleneck=== | ||
| − | + | Being asked to envisage what the interviewed instructor would do in a group activity - being a member of a group of people like him - he progressively outlined a sequence of consecutive phases that commences group work:<ref name=":0" /> | |
#Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter. | #Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter. | ||
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#Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members. | #Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members. | ||
| + | Note that it is not before phase 5 that individuals would considerably function as members of a group. Also note that phases 1 and 3 relate to the individual and not to the group as a whole. | ||
| + | [[File:phases-groupwork.png|alt=graphical illustration of the five phases that commence group work|center|thumb|692x692px]] | ||
| + | <br /> | ||
===Modelling the tasks=== | ===Modelling the tasks=== | ||
Metaphors | Metaphors | ||
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Stefan Dröschler, Peter Riegler, [[David Pace]] | Stefan Dröschler, Peter Riegler, [[David Pace]] | ||
| − | == Available resources == | + | ==Available resources== |
[[:File:Transcript-groupactivities.pdf|Transcript]] of decoding interview | [[:File:Transcript-groupactivities.pdf|Transcript]] of decoding interview | ||
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==Notes== | ==Notes== | ||
| − | + | <references /><br /> | |
==References== | ==References== | ||
| − | Dröschler, Stefan | + | Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning |
<br /> | <br /> | ||
==External Links== | ==External Links== | ||
Revision as of 12:42, 10 September 2020
Group activities are an integral part of teaching. Often they consist of tasks given to students in order to work on them collectively. However, it cannot be assumed that students consciously or subconsciously perform operations that allow them to get started with problem solving in group tasks.
There are at least two issues here. One is generic and related to bottlenecks which appertain to group work.The second one is indirect: Instructors often use group activities as a means to help student overcome difficulties related to subject matter, implicitly assuming that group work as a format is free of its own bottlenecks. If this assumption does not hold, however, the teaching format might backfire and hinder to achieve the intended teaching goal.
Contents
Decoding work done
Identification of bottleneck
In group activities many students are not effectively working as groups and don't know how to do so.
The instructor interviewed observed that at the beginning of in class group activities many of his students are "falling in some kind of hibernation"[1]. Students' difficulties related to group work seem to be at least in part beyond social and psychological interactions among the members of the groups which seem to be at the focus of most research on group work.[2]
Description of mental tasks needed to overcome the bottleneck
Being asked to envisage what the interviewed instructor would do in a group activity - being a member of a group of people like him - he progressively outlined a sequence of consecutive phases that commences group work:[1]
- Individually ensure the assignment is clear to oneself; come up with an initial understanding of the problem at hand; explore possible connections to subject matter.
- An initial coming together as a group “to clarify certain things about the problem”.
- Individually reading and further understanding the problem, identifying tasks and connecting it to what one knows and to the context of the course; looking up information and asking questions as necessary.
- Individually coming up with a plan of “how to attack the problem”.
- Drawing individual plans together in the group; consolidating a single plan for the group; distributing work among group members.
Note that it is not before phase 5 that individuals would considerably function as members of a group. Also note that phases 1 and 3 relate to the individual and not to the group as a whole.
Modelling the tasks
Metaphors
Sharing
...
Researchers involved
Stefan Dröschler, Peter Riegler, David Pace
Available resources
Transcript of decoding interview
See also
Notes
- ↑ 1.0 1.1 Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning
- ↑ Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work" In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.
References
Dröschler, Stefan; Riegler, Peter; Pace, David (2017). Decoding group activities in interactive teaching in K. Mårtensson et al. (eds.): Transforming patterns through the scholarschip of teaching and learning