Group Work for Students in the University Setting

1. Group Work for Students in the University Setting Janice DeLucia-Waack, Ph.D. University at Buffalo, SUNY February 2nd, 2009

2. Advance Organizer • Classrooms as Effective Task Groups • When to use group work – with what goals • Some strategies for using groups • What do you want to know?

3. My focus (and bias) • Group counselor and psychologist by training • Belief in the power of groups to teach skills as well as help people learn, change, and grow • I was trained to counsel and lead, not teach so I had to apply what I knew to teaching graduate classes • People need to be good communicators and listeners no matter what their profession

4. Group Leadership Skills(Yalom, 1968) • Caringwarmth, empathy, support, positive regard, acceptance, genuineness, concern, affection, and support. • Meaning Attributionhelps group members make sense of what happens and learn from it. • Executive Functionsprovide structure to the group, such as creating norms and roles, focusing on goals, setting limits, managing time, pacing, and suggesting procedures. • Emotional Stimulationhelp group members make a personal connection to what is happening in the group

5. Classrooms as Task Groups • The application of principles of normal human development and functioning through group based educational, developmental, and systemic strategies applied in the context of here-and-now interaction that promote efficient and effective accomplishment of group tasks among people who are gathered to accomplish group task goals (ASGW, 2000).

6. Successful Groups • Hulse-Killacky, Killacky, and Donigian (2001) stated that: • Successful groups, characterized by accomplishment and personal satisfaction, are those in which people: • Feel listened to • Are accepted for their individuality • Have a voice • Are part of a climate in which leaders and members acknowledge and appreciate varied perspectives, needs, and concerns • Understand and support the purpose of the group • Have the opportunity to contribute to the accomplishment of particular tasks. (p. 6)

7. When are groups helpful? And Why? • Why work in a group when an individual can accomplish a task? Why not break down the task(s) or goals of a task group and ask five people to work independently rather than trying to coordinate group meetings and collaboration? • When brainstorming always ask students to first write down ideas and then share ideas outloud – the group may inhibit the brainstorming process

8. Executive Functions in a Classroom • Establish Clearly The Goal Of The Group For The Leader(s) And The Members • We are trying to learn the topic of xxx, apply it to xxx. We will do this by a series of lectures, activities, and group discussion… • Establish The Membership And Guidelines For Participation • Participation is defined as: thoughtful and respective discussion of the topics raised by the instructor, discussion of positives and negatives is encouraged in a respectful way.. • Establish a Structure for Group Meetings or Activities

9. Discussion Based Classrooms • Can be small or create discussion groups within large classes • If will be consistent, allow some choice – who don’t they want to be in a group with • Allow to introduce themselves – in dyads or in small groups • What do they want to learn? • What are they taking this course • What background do they have?

10. What’s the Goal? (Shouldn’t be not to teach) • Application of Information • Mini-Lecture • Then apply the concepts • Sharing of large amount of material • Some reflection on the process • Roles • How consenus was achieved Also to teach skills for workplace – how to be part of a Collaborative Successful Team

11. Some Considerations • For social skills and team-building, mixed groups of 2 to 5 • For structured fact, skill-based practice, and review task, mixed ability groups of 2 to 4 • For higher-level conceptual and thinking tasks, selected groups of 2 to 4 to encourage interaction

12. Problem Based Learning • Problem Based Learning (Duch, Groh, & Allen, 2001) suggests a series of questions that group members complete on their own and then share answers with the group: (1) Identify the topic or problem to be addressed; (2) What do we know about it?; (3) What do we need to know?; (4) How can we get what we need?; (5) What can we do with all this information?; (6) What does it all mean?; (7) What are some of the action steps?

13. Problem Solving Model • Description of problem(cognitions, affect, behavior) • Relevant background/other interventions already used • Data from multiple sources • Brainstorming possible solutions • First individually write down all possible solutions (2 to 5 minutes) or come prepared to meeting

14. (cont.) • Identification of a plan of action based on group consensus • Identification of key points of plan • Who, what, when and where • Timeline for implementation/feedback • Who, what, when and where.

15. Some Examples • Different types of groups & useful activities – group by level and then share with class • Practice skills – triads – interviewer, interviewee, observer (sometimes several observers with a different task) • Different scenarios – e.g., apply ethical standards.. • Identify the dilemnas, conflicts, best case scenario

16. More Examples • Pairs to lead a discussion • Clear goal – key points of readings or problemsolving • Review planning sheet • Outline of discussion questions • Plan for distractions, interruptions • Handout • Clear Feedback to leaders • Participation Grade to all

17. Some Group Work • Write down a scenario or question you might help with • Form groups of 4 • Exchange scenarios • Come up with some suggestions • Have 15 minutes • Share scenario and possible ideas with large group

18. Sharing of Ideas

19. Final Questions