Facilitating Small Group Work Dr. Theresa R. Moore

1. May 22, 2006 1 Facilitating Small Group Work Dr. Theresa R. Moore

2. May 22, 2006 2 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.

3. May 22, 2006 3 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 By a show of hands, who has done 4 corners? Jigsaw? Today we will go over Four corners and demonstrate jigsawBy a show of hands, who has done 4 corners? Jigsaw? Today we will go over Four corners and demonstrate jigsaw

4. May 22, 2006 4 Bruce W. Tuckman produced one of the most quoted models of group development in the 1960s. After completing his doctorate Tuckman had worked with the industrial psychology lab at Princeton and then went on to undertake research on small-group and organizational behaviour as a Research Psychologist (GS-12) at the Naval Medical Research Institute, Bethesda MD. (1963-65). At this point he argued that groups were likely to go through four distinct stages as they come to together and begin to function. Each one of these steps should be transparent to the students Examples of performing in the form of peer review will be givenBruce W. Tuckman produced one of the most quoted models of group development in the 1960s. After completing his doctorate Tuckman had worked with the industrial psychology lab at Princeton and then went on to undertake research on small-group and organizational behaviour as a Research Psychologist (GS-12) at the Naval Medical Research Institute, Bethesda MD. (1963-65). At this point he argued that groups were likely to go through four distinct stages as they come to together and begin to function. Each one of these steps should be transparent to the students Examples of performing in the form of peer review will be given

5. May 22, 2006 5 Steps for successful small group work 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. * Long-term groups: Conduct self and group evaluations (mid and end) Long-term groups: Conduct self and group evaluations (mid and end)

6. May 22, 2006 6 Forming groups Randomly heterogeneous from roster (alphabetically) in class (“counting off”) Research supports that heterogeneous groups are more effective than student, self-selected.

7. May 22, 2006 7 Forming groups - Group size Guiding principle: every member should have the opportunity to participate and take on a role. Typically: 4-5 optimal.

8. May 22, 2006 8 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)

9. May 22, 2006 9 Examples of ground rules- Norming 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. Storming activity can be where students HELP you to decide the ground rules and are co-constructors in the activityStorming activity can be where students HELP you to decide the ground rules and are co-constructors in the activity

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

11. May 22, 2006 11 Roles 1. Facilitator 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 **rotate roles in long-term groups **rotate roles in long-term groups

12. May 22, 2006 12 Four Corners – how to do it Divide room into corners (issues). Assign groups to corners. Describe content; give think time. Groups walk to corners and write responses/questions. Groups rotate and add responses/questions. Debrief with larger group.

13. May 22, 2006 13 Four Corners—example exercise, content-specific Research should not be allowed on fetal stem cells under any circumstances. Research should only be allowed on currently existing stem cells. Research should be allowed on stem cells from extra embryos specifically created for the purpose of in vitro fertilization. Research should be allowed on stem cells from extra embryos specifically created for the purpose of research.

14. May 22, 2006 14 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

15. May 22, 2006 15

16. May 22, 2006 16 CATs Memory Matrix (p. 142) Word Journal (p. 188) Invented Dialogues (p.203) Student generated test questions (p. 240) Group work evals get to affective learning – knowing that I knowGroup work evals get to affective learning – knowing that I know

17. May 22, 2006 17 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). Room is not condusive for this exerciseRoom is not condusive for this exercise

18. May 22, 2006 18 Expert Groups Memory Matrix (p. 142) Word Journal (p. 188) Invented Dialogues (p.203) Student generated test questions (p. 240) Carol did invented dialogue in her breakout yesterday so today will be reinforcement for some!!Carol did invented dialogue in her breakout yesterday so today will be reinforcement for some!!

19. May 22, 2006 19 Group work evaluation form – “Performing” 1. Out of the 5 group members, how many participated actively?None one two three four five2. Out of the 5 group members, how many were prepared for the activity?None one two three four five3. 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? Group number/name:  Your name: Peer’s name: Explain purpose with class Assign an optimal score to the review Have students SELF review but do NOT include this in the points they can get Debrief class of your results at next classGroup number/name: Your name: Peer’s name: Explain purpose with class Assign an optimal score to the review Have students SELF review but do NOT include this in the points they can get Debrief class of your results at next class

20. May 22, 2006 20 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.