Active Learning workshop: Group Work

Active Learning workshop: Group Work Presented by beth gulley

Agenda • Discuss the theoretical underpinnings of group work. • Think, Pair, Share demonstration • Socratic Circles • Pass the Envelope demonstration • ABCs of Reading

Why should we include groupwork into our curriculum?

Theoretical Underpinning The use of cooperative learning groups in instruction is based on the principle of constructivism, with particular attention to the contribution that social interaction can make. In essence, constructivism rests on the idea that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford, et al., 1999). The consideration of the role that groups can play in this process is based in social interdependence theory, which grew out of Kurt Koffka’s and Kurt Lewin’s identification of groups as dynamic entities that could exhibit varied interdependence among members, with group members motivated to achieve common goals. Morton Deutsch conceptualized varied types of interdependence, with positive correlation among group members’ goal achievements promoting cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive processes and social activities, developing the sociocultural theory of development. The sociocultural theory of development suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers. Thus both the idea of a zone of proximal development, supported by positive group interdependence, is the basis of cooperative learning (Davidson and Major, 2014; Johnson, et al., 2014).

Cooperative learning follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says. • Cooperative learning uses both goal interdependence and resource interdependence to ensure interaction and communication among group members. Changing the role of the instructor from lecturing to facilitating the groups helps foster this social environment for students to learn through interaction.

How can I organize groups? 1) Make Convenience Groups 2) Count off 3) Use playing cards to make groups 4) Have students line up by some descriptor 5) Organize groups in advance based on ability or personality

Think • Look at the data in the “Is there evidence that it works?” section of the handout. If you needed to present this information succinctly to your boss tomorrow, what is the first way you would arrange it? (Graph, chart, infographic, poem, PowerPoint slide, etc.) Then think of a second, convincing way to demonstrate the same information.

Pair, Share • Now turn to your neighbor and share both of the ways you thought about organizing the information. • Then discuss what you and your partner shared with the other people at your table. • After you have shared at the table, choose one person to report back to our larger group on the smaller group’s discussion.

Socratic circles

Guidelines for Socratic Circles Rules for the Inner Circle 1. Refer to the text when needed during the discussion. A seminar is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text. 2. Don't raise hands; take turns speaking. 3. Listen carefully. 4. Speak up so that all can hear you. 5. Talk to each other, not just to the leader or teacher. 6. Discuss ideas rather than each other's opinions. 7. You are responsible for the seminar, even if you don't know it or admit it. 8. The goal is to dialogue not debate.

Rules for the Outer Circle 1. Do not talk during the inner circle’s dialogue.2. Make notes as to how the discussion is going.3. Offer initial observations and feedback. Feedback is important any time you are learning or perfecting a skill.4. As a dialogue coach, what suggestions would you offer to the group (or individuals) to do it better?5. Rate the inner circle from 1-10. The goal for the inner circle is to effectively dialogue—everyone needs to be involved. 6. Once around the outer circle to share suggestions & thoughts. Also did they adhere to the rules above?

Pass The Envelop • Directions: In the envelope, there are three identical papers. Take out one of them. As a group, use the rules for writing emails as a guide, and correct the email in front of you. • When the time is up, you will pass the envelope to the next table. They will take out a clean paper, and make their own corrections to it. • The third group will do the same thing. • The fourth group will look at all of the papers and decide which group made the best corrections. Then the fourth group will report back to the larger group.

ABC of Reading

Thank You Dr. Beth Gulley Professor of English JCCC, Overland Park, KS email: bgulley@jccc.edu wechat: betherikagulley

Active Learning workshop: Group Work