Facilitating Small Group Work

Dr. Theresa R. Moore

May 22, 2006 1

Outcomes of this workshop

Participants 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.

May 22, 2006

Types of small groups

simple
Short term Impermanent Ad hoc
Examples: Think-Pair-Share Four Corners

complex
Longer activities Permanent groups
Examples: Jigsaw Group

presentations/projects

May 22, 2006

Phases of group development

Tasks: 1.Forming
1. Define purpose and objectives (e.g. student learning outcomes)
2. Determine requirements and roles

2.Storming
3.Norming 4.Performing
May 22, 2006

3. Establish ground rules Determine consequences Set agenda 4. Monitor performance Provide feedback (e.g. evaluations) Apply consequences

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.

Steps for successful small group work

May 22, 2006

Forming groups
Randomly heterogeneous
from roster (alphabetically) in class (counting off) Research supports that heterogeneous groups are more effective than student, self-selected.

May 22, 2006

Forming groups - Group size

Guiding principle: every member should have the opportunity to participate and take on a role. Typically: 4-5 optimal.

May 22, 2006

Forming groups Building rapport

Ice 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)

May 22, 2006

Examples of ground rulesNorming 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 of time if one must miss class for any reason. Be willing to share information. Respect the views, values, and opinions of other members of the group.
May 22, 2006 9

Roles
Facilitator Recorder/Scribe Reporter/ Spokesperson Time Keeper Other roles. Supply Manager Folder Manager
May 22, 2006 10

1. Facilitator

Roles

Starts the activity and keeps the group on task Reiterates roles for others, as needed 2. Recorder Takes notes as needed 3. Reporter Presents to the large group 4. Time Keeper Helps keep team on task within time limits
May 22, 2006 11

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 write responses/questions. 5. Groups rotate and add responses/questions.

6. Debrief with larger group.

May 22, 2006 12

Four Cornersexample exercise, content-specific

1. Research should not be allowed on fetal stem 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 created for the purpose of in vitro fertilization. 4. Research should be allowed on stem cells from extra embryos specifically created for the purpose of research.
May 22, 2006 13

Jigsaw how to do it
Create heterogeneous groups called home groups Give students a part of a text to read (equally distributed) Have expert groups get together to share Bring home groups back together to debrief
May 22, 2006 14

Jigsaw how to do it
12 3 4 1 2 3 4 1 2 3 4 1 2 3 4
4 home groups, with 4 members each
May 22, 2006

1 1 1 1 3 3 3 3

2 2 2 2 4 4 4 4
4 expert groups, with one member from each home group

Rejoin home groups and share expertise

15

CATs
1. 2. 3. 4. Memory Matrix (p. 142) Word Journal (p. 188) Invented Dialogues (p.203) Student generated test questions (p. 240)

May 22, 2006

16

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).
May 22, 2006

17

Expert Groups
1. 2. 3. 4. Memory Matrix (p. 142) Word Journal (p. 188) Invented Dialogues (p.203) Student generated test questions (p. 240)

May 22, 2006

18

Group work evaluation form Performing

1. Out of the 5 group members, how many participated actively?
None 2. Out one two three four five

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 this assignment?

poorly adequately well extremely well

4. Suggest

one change so that the group can work better together?

May 22, 2006 19

Bibliography
Aronson et al. (1978). The Jigsaw Classroom. Beverly Hills, CA: Sage. Bonwell C., and Sutherland, T. (eds.) (1996). Using Active Learning in College Classes: A Range of Options for Faculty. Jossey-Bass Publishers. Canady, R. L. and Rettig, M. D. (Eds.). (1996). Teaching in the block: Strategies for engaging active learners. Larchmont, NY: Eye On Education. Cross, K. P. and Angelo, T.A. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. Jossey-Bass: San Francisco. Johnson, D.W., Johnson, R.T., and Smith, K. (1991). Active learning: Cooperation in the college 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.

May 22, 2006

20