RE-THINKING GROUP WORK Beverley Brewer, PhD School of English and Liberal Studies TLC Day, October 21, 2013 Seneca College

RE-THINKING GROUP WORK In this session participants will review the term “Group Work” and explore its many implementations in the 21st century classroom. This discussion-based workshop provides an opportunity to deliberate the value of group learning and consider the implications of using group work for the evaluation of student learning.

SESSION OUTLINE Background – my story of group work Rationale Recognitions / Observances Questions I bring to this conversation … Shifts in teaching practice in response to lived changes on the landscape Informed by student voice Faculty experience - trials, tribulations and victories …

RATIONALE A revealing outcome to an assignment that previously worked with much success in terms of effective and meaningful learning, relationship building … A conversation with friends who are parents A reminder from my mother …

THERE IS A GENERAL ETHOS IN ADULT EDUCATION / COLLEGE EDUCATION ABOUT THE ACCEPTANCE OF GROUP WORK. Brookfield (1989) criticizes the assumptions and commonplace practices of group learning in adult education and proposes that these conditions appeal to theoretical teaching only.

In my early teaching life, the consequence of using an andragogical approach, group learning and feminist perspective – high relationship, collaboration, voice, classroom as community – were perspectives as guides in my practice that were both rewarding and effective. My attempt to nurture student engagement included an approach to teaching where I took my whole self, how I think, what I know, and how I know it. I emphasized a teaching approach that also involved the whole learner – feelings, thoughts, relationships, backgrounds, values, beliefs … If feels harder to embody these teaching philosophies and take them to the classroom. Though I will not quit trying.

QUESTIONS WE BRING TO THIS CONVERSATION … What has changed since the times when group work wasn’t so challenging and fraught with difficulty?

SHIFTING COLLEGE MILIEU  larger classes  more fluidity in attendance + commitment  students shop in 1 st 10 days = false beginnings  students working more hours  more technology focused teaching – diverse readiness  fewer opportunities for teacher-teacher conversations/support/sharing  ever-changing college environment – ground always changing  high turnover in non-teaching staff  fewer FT teachers – less continuity language challenges writing challenges diversity – cultural, ethnic, socio-economic class = deep differences in values heightened anxiety – post 911 world post-divorce syndrome on edge and suspicious traveling greater distance to and from college higher dependency on technology – distractions and pressures unstable and unpromising job market

THESE ARE SENECA’S CORE LITERACIES Written communication Oral communication Quantitative literacy Information literacy Creative thinking Ethical reasoning, personal and social responsibility Inquiry and analysis Critical thinking and problem solving Digital literacy Intercultural knowledge and global perspective Reference: Academic Plan,

ESSENTIAL EMPLOYABILITY SKILLS

DON’T MAKE ASSUMPTIONS THAT STUDENTS … have to skills to effectively use technology (face book, twitter, , texting, Skype, etc.) to communicate about their work in groups know how to communicate effectively – listen, express themselves, assert themselves, and /or be able to read each other’s writing understand group processes and know how to effectively work in groups

ASSUME DIFFERENCE ACROSS TIME Do not assume that what worked well last semester, will work as well again. Do not assume that what works effectively in one section, will work in alternate sections.

SHIFTS IN TEACHING PRACTICE IN RESPONSE TO LIVED CHANGES ON THE LANDSCAPE Content / Process [packages] Class time for group work – pros and cons Library support Maximum of 5 people (too many) Embrace ambiguity, surprises and uncertainty and be responsive to the dynamics embedded in group work Embrace the group work teaching/evaluation experience as an experience that is shaped by 4 curriculum commonplaces: teacher, learner, subject matter and milieu