University of Delaware Getting Started Using Groups Institute for Transforming Undergraduate Education Workshops on Problem-Based Learning International.

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Presentation transcript:

University of Delaware Getting Started Using Groups Institute for Transforming Undergraduate Education Workshops on Problem-Based Learning International Islamic University Malaysia

Set the stage early. Form heterogeneous groups. Use permanent groups. Rotate roles of responsibility. Rely on group-selected ground rules. Conduct peer evaluations. Suggestions for Using Groups

Explain why learning in groups is a good strategy. Ask students to report on past experiences. Talk about support mechanisms. Use group warm-up activities. Suggestions for Getting Started

Forming Groups Homogeneous vs. Heterogeneous Your Class “Homogeneous” Groups “Heterogeneous” Groups Student Selected Instructor Selected Courtesy of Hal White

What Aspects of Heterogeneity are Important for You? Age? Gender? Skills? Academic Record? Personality Type? Learning Style? Ethnicity? Major?

Forming Groups Randomly heterogeneous - “counting off” : - from roster - in class Intentionally heterogeneous, based on information: - from student records - supplied by students

 Discussion Leader Keeps group on track; maintains full participation Rotating Roles  Accuracy Coach Checks group understanding; finds resources  Reporter Reports out during whole class discussion; writes up final draft of assignments  Recorder Records assignments, strategies, unresolved issues, data; convenes group outside of class

Examples of Ground Rules Come to class on time every day Come to class having done the assignment and prepared to discuss it Must notify members of the group ahead of time if must miss class for any reason Be willing to share information Respect the views, values, and ideas of other members of the group If members of the group violate these ground rules, other members of the group may impose the following consequences:

Use predetermined written criteria that focus primarily on behaviors. Do at least 2X per semester. Factor results into students’ grades. Summarize results and distribute summaries. Keep the process simple. Incorporate into group assignments. Peer Evaluation Some general suggestions:

Use well-defined activities with clearly stated objectives. Bring the class together for discussion and/or clarification at frequent intervals. Plan both group and individual assignments. Look for signs of behaviors that undermine group function. Use peer group facilitators. Using Groups in Larger Classes, with Inexperienced Students