Effective Learning In Groups
Students learning in groups of various sizes in class should be an effective method to gain maximum input from all participants. Unfortunately quite often the dysfunctional dynamics of groups makes quality learning extremely difficult.
The best way to ensure the functionality of groups is for each student in the class to have discovered through the focuses in the planners, their preferred learning style and dominant multiple intelligence. These will nearly always line up with those who are the organisers, initiators, listeners, finishers, energisers, critics, presenters etc.
All groups do not have to be the same size; for example if there are a small number of students with dominant intrapersonal intelligences, they would benefit from being together in groups of two or three.
When assembling the groups approach the task as if you were dressing to go out for a meal; this goes with that, can’t have these colours together etc. Groups may include students with all the same dominant multiple intelligences (could be a challenge with a group of kinaesthetic boys!) or preferably a mix from most intelligences.
To empower the students into owning the groups through them having 'choice', break up the class physically around the room into their dominant multiple intelligences. Then following the guideline for a mix of intelligences, ask them to form groups. Or you may prefer to compose them yourself.
To ensure your groups function effectively it is essential to have some guidelines to operate by.
Brainstorming with the class to establish agreed norms of behaviour for the groups will add to functionality through the meeting of peer expectations within the groups.
Following are some suggestions to initiate discussion:
- one person speaks at a time
- listen with your eyes, your ears and your heart
- take time to think before speaking
- be on time
- be prepared and in the zone for listening and learning
- no putdowns, only appreciations
- include everyone and no opting out
- each member must contribute at least one view, value it
- no interrupting
- maintain eye contact
- use positive body language
- give and receive feedback developmentally; non judgemental
- ask open questions; answers must be descriptions/explanations, not yes or no
- allow time for reflection; time to digest
- stay on task; no daydreaming
- help each other; more will be achieved
- congratulate each other on our contributions and recognise good efforts.
Well constructed group work will yield high quality learning outcomes.
“So many people fail to realise that 'them' is really 'us'. P.K. Shaw