Small Group Work Definition

How to teach and manage small groups of students and where to find more resources. Jenny Vo holds a bachelor`s degree in English from Rice University and a master`s degree in education in educational leadership from Lamar University. She has worked with English learners during her 26 years in education and is currently the EL Coordinator for International Leadership of Texas in Houston. Jenny is proud to be President of TexTESOL IV and is committed to all English learners. She loves to learn from her #PLN on Twitter, so follow her @JennyVo15. Group work is exactly what the term implies: students work together in groups to conduct assessments and projects. Group work aims to prepare students for the collaborative skills necessary for the professional world. Here, the individual work is divided into parts and steps that students work on together. The University of New South Wales offers further reflective activities that can help students identify effective group practices and avoid ineffective practices in future cooperative learning experiences. Articulate your goals for group work, including the academic goals you want students to achieve and the social skills you want them to develop.

In this approach, groups of students work in teams of four to become experts in one segment of new material, while other “teams of experts” in the class work on other segments of new material. The class then reorganizes and forms new groups that have a member of each team of experts. The members of the new team then take turns giving each other the material in which they are experts. Being fully present and having quality class time with small groups of students is gold. While we all know what research says about the positive effects of small group teaching, it can be difficult to set up and manage. I used to think that I wouldn`t be able to start working in small groups until I had time to get to know my students better. Now I understand that there is no better way to get to know students than to engage with them. Small group interactions provide a careful examination of students` learning behaviours, strengths, and academic gaps. Group work refers to a collaborative learning environment in which students work together on problems and assessments. Students are able to delegate roles and responsibilities, pool knowledge and skills, and support each other.

Cooperative learning is characterized by positive interdependence, where students perceive that better individual performance leads to better overall group performance (Johnson, et al., 2014). It can be formal or informal, but often involves specific teacher interventions to maximize student interaction and learning. It is infinitely adaptable, works in small and large classes and across disciplines, and can be one of the most effective pedagogical approaches available to university professors. David Johnson, Roger Johnson and Karl Smith conducted a meta-analysis of 168 studies comparing cooperative learning with competitive learning and individualistic learning among students (Johnson et al., 2006). They found that cooperative learning in studies resulted in higher academic performance than competitive learning and individualistic learning, with a weighted average effect size of 0.54 when comparing cooperation and competition and 0.51 when comparing cooperation and individualistic learning. Essentially, these results suggest that cooperative learning increases students` academic performance by about half of a standard deviation compared to non-cooperative learning models, an effect considered moderate. Importantly, measures of academic achievement were defined in each study, ranging from lower-level cognitive tasks (p. e.g., knowledge acquisition and retention) higher-level cognitive activities (e.g., creative problem solving), and verbal tasks to mathematical and procedural tasks.

The meta-analysis also showed a significant impact on other parameters, including self-esteem and positive attitudes towards learning. George Kuh and colleagues also conclude that cooperative group learning promotes student engagement and academic achievement (Kuh et al., 2007). People learn more from what they do than from what they hear. A small group session can make a difference in students` ability to repeat what they have been told and whether they actually master it. Brame, C.J. and Biel, R. (2015). Set up and enable group work: Make effective use of cooperative learning groups. Excerpt from [todaysdate] by cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. Regularly monitor group interactions and progress, either by circulating during group work, collecting documents in progress, or both. If you observe problems, intervene to help students move the task forward and collaborate effectively. The University of New South Wales provides materials that faculty can use to encourage effective group interactions, such as a handout to help students listen thoughtfully or provide constructive feedback, or to help groups identify specific issues they may encounter.

First, decide if small group lessons are an appropriate way for students in your subject to learn. Identify three aspects or facts about each concept so that you can present them at regular intervals during the breakout session. This gives you a sense of structure, helps keep the discussion relevant, and gives students space to talk. Small group sessions are often conducted following a conference, perhaps a day or two later. Small Group Courses: A Learning Toolkit, College Academy. Explain the group`s mission, including your goals for academic achievement and social interaction. Small group teaching: a basic teaching tool: Sheffield Hallam University. The myriad benefits of working in partnership and in groups are evident (especially for LEs), but a system of focused, long-term groups with student leaders can change classroom culture. My “squad leaders” (a structure and term I borrowed from my years in the band) lead groups of 3-5 classmates for a term, semester or year, begin and continue group discussions, remind their team members of materials and task work as needed, And, perhaps most importantly, build our community by showing genuine attention to their squad members.