Why Student Group Work Does Not Work and What Can be Done About It

1. Why Student Group Work Does Not Work and What Can be Done About It Cathy Anstrom, Ph.D., LD, RD March 2011 canstrom@olivet.edu

3. Group Work • The literature coins this learning process as cooperative learning (CL) students call it group work. • How do students feel about cooperative learning? • If we spend time helping students understand this learning process we may begin to see an attitude change.

4. Instructors are very good at explaining the details of assignments but, leave the process for completing the assigned tasks as groups up to the students. The process needs to be taught as if it were a part of the assigned task.

5. Samuelson (1995) noted that as instructors we make a critical error when we assume students in higher education have the abilities to innately be contributing members working within groups.

6. What is Cooperative Learning? • According to the literature cooperative learning is one of the most effective teaching/learning processes instructors can use in the classroom to enhance student learning. • It is not a technique but a active learning process. • Johnson, Johnson, & Smith (1998); Smith, Shephard, Johnson, Johnson (2005).

7. Primer on Cooperative Learning • Social Interdependence Theory • Interdependence is based on the idea that groups are driven by common goals that can only be achieved if all members of the group are committed to the task. • The essence of a group is the interdependence among group members (created by a common goal) that results in the group being a dynamic whole. • This concept comes alive with Positive Interdependence • Johnson & Johnson (2006)

8. Where is the Disconnect? • Some instructors in higher education are not aware of learning theories. • Instructors are content experts. • Even when these two statements are true the literature advises that there is a tendency for instructors teach the way they were taught. • Cooperative learning theory is not always a part of the education curriculums. • Onwuegbuzie & DaRos-Voseles (2004)

9. How can we begin to learn to use this process so we can then teach it to our students?

10. Progressive Refinement Procedure (PRP) • 20 to 30 hours of instruction into cooperative learning theory. • 15 to 20 demonstrations utilizing the methodology with different students in different classes. • 10 to 15 coaching sessions • Concluding with years of practice. • WE need to simplify the PRP! • Johnson, Johnson, & Holubec, (1994)

11. The complexity of the process may be the reason for the lack of systematic use in higher education. However instructors continue to use group work. Whether we use formal, informal, or base groups – there needs to be an understanding of the process.

12. The process of cooperative learning can be taught through the understanding and use of the cooperative learning model that contains Five Essential Elements.

13. Five Essential Elements • Positive Interdependence • Accountability • Promotive Interaction • Social Skills • Group Processing • Johnson, Johnson, & Smith (2007)

14. Deconstruction • Start small. • Devote time to instruction on the five essential elements prior to any task instruction or assignment. Adapt the model. • Make learning the essential elements of the process, interesting, thought provoking, and fun for both you and your students. • Evaluate the process multiple times with the help of your students during the semester. • Felder & Brent (2007)

15. World Food Problem • The process began with one class. • Instruction was provided to students on the five essential elements. • A hands on assignment - egg drop assignment (an assignment adapted from an activity during a district dietetic meeting). Points given if the task is completed successfully. • This was a fun assignment that allowed the students to practice CL in a non-threatening environment. Prior to a group assignment. • Easy to grade!

16. Base groups were selected for the egg drop assignment and kept throughout the following activities: Chicago food depository Crop Walk Video update assignment Major project paper and presentation For this class students were assigned to groups randomly via blackboard

17. End of Course Evaluationn=23 • Two questions were directly related to group work process. • Group assignments and activities increased my awareness and knowledge of hunger and malnutrition. • Outcome was met 91% (21) • Outcome was not met 4% (1) • Did not answer 4% (1)

18. Group processing time provided in class helped to support our group effort in assignments and activities. Outcome was met – 78% (18) Outcome was not met – 17 % (4) Did not answer – 4% (1) Note: 15 minutes of group processing time was given each week – 195 minutes or 3.9 class periods. Some groups experienced chronic absenteeism.

19. Written Comments • Students also offered the opportunity to write comments if they wished. • Projects were a great part of this course. I liked the focus of the course on the issues rather than just academics . • This class helped me think about many hard issues of which I was previously unaware of. I learned so much and know I can help. The in-class group time was very helpful.

20. Written Comments • This class was wonderful-really challenged my perceptions of the world and hunger. One thing I would suggest is to allow people to pair up and form groups so that you are at least working with one person you know and trust. It is hard being a leader and working with some unmotivated people or people who do not want to help or contribute. If you could at least choose one person in your group project that would really help.

21. Final Issues • Group selection: • Student selected • Instructor selected – supported in literature • Random • How to handle conflict resolution • Survivor mode • Fire the group • How to evaluate • Handout posted to website • http://www.indiana.edu/~nutrvmg/DEP2011.html

22. Final Issues • Cooperation vs. • Instructor involvement • Predetermined outcome • Collaboration • No direct supervision • New knowledge • Having the skills to work successfully within a cooperative environment provides a foundation to be able to move to a higher level of learning or collaboration. At the point of graduation students should master cooperation and move towards collaboration.

23. We all have an end result we want to achieve – mine is to make students responsible for their learning. Cooperative learning is a process that can move students to that goal while learning skills to make them more marketable in the professional setting. How would the students advise us to improve the group work process

24. Credits • Many thanks to my students: • Evelyn Cota Vargas • Martha Harrouff • Michael Johnston • Melinda Jones • Danae Zarbuck • Special thank you to the film editor • Megan Anstrom • Of course Phoebe, the wonder pug.

25. Questions

26. References • Felder, R.M. & Brent, R. (2007). Cooperative learning. In P.A. Mabrouk (Ed.), ASC symposium Series 970. Active learning: Models for the analytical sciences. (Chapter 4). Washington, DC: American Chemical Society. • Johnson, D.W., & Johnson, R.T. (2006). Joining together: Group theory and skills (9th ed.). Boston: Pearson. • Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). Cooperative learning in the classroom. Alexandria, VA: ASCD. • Onwuegbuzie, A.J., & DaRos-Voseles, D.A. (2001). The role of cooperative learning in research methodology courses: A mixed method analysis. Research in the Schools, 8(1), 61-75. • Samuelson, W.G. (1995). The use of group investigation in higher education. In H.C. Foyle (Ed.). Interactive learning in the higher education classroom: Cooperative, collaborative, and active learning strategies. Washington, DC: NEA.