Dealing with "that group"
We have all seen it happen, whether we randomly create learning teams, or allow students to form their own groups; eventually “that group” will form. The group that will offer tremendous social interaction, get along well, and be completely off task. This group will look forward to the interaction they have with each other, and will make some headway on the project, but will in many cases provide the weakest outcomes when the project comes due. Or “that group” may take the full opposite approach and take no interaction on their own, and try to assemble a project from pieces done by team members in seclusion. I have personally seen the phenomenon occur in everything from students attending their first class to seniors in their final term.
Often as instructors group projects and learning teams signify a reduction in direct contact with students. This should not be the case; even in stepping away from the traditional teaching experience it is important to review milestones and interactions in the group. Often this means re-exerting a sense of purpose, and identifying where issues are occurring. If there are personality conflicts in the group, arbitrating a solution; if there are focus problems, helping the students reestablish their goals; and sometimes just reminding them of deadlines they must meet.
It is very common that students feel they are carrying others in the group, but checking frequently on who is responsible for different tasks, and remaining a part of the experience can help the students learn important social skills. In the same way we should never explain away a bad experience by accusing the student of being a poor student, nor should we ever let ”that group” founder without direction.
Ron,
What is your strategy when most members of a group do not show up to class? Aside from students losing participation points, do you let the ones that came in work alone and do the majority of the work, or do you combine the groups?
Similarly, what do you do about "that student"? The one who, knowing full well that they are letting down their group, and even understanding the consequences of so doing, just doesn't do the work.
While the online course material suggests that students will give very candid assessments of one another's work (or lack thereof), previous courses I've taken have stated that students will be reluctant to call one another out, even anonymously.
It seems unfair that the rest of the group should have to take up the burden that their slacker peer has dropped, but when the project is designed with these interdependent components, if "that student" drops the ball, the diligent and grade-focused students feel compelled to do it for them.
Hi Agnes!
As an instructor, I have typically not combined groups under the circumstances, but allowed those members who do show up to continue working as their original group, and then dealing with the "no shows" according to classroom and grade policies. Though frustrating, it can be indicative of the workplace in that certain members will not carry their weight. I also have gone beyond participation points (using rubrics) to make individual contributions to the team carry even more weight in each student's grade.
I like the concept too (referenced in other forum postings) regarding the group contract. It can definitively put expectations across and set the stage for evaluation as the group proceeds.
Thanks to everyone for their discussion points on this issue!
Jay Hollowell
ED106 Facilitator
We are fortunate to have small classes so I am able to get to know my individual students before I choose groups. I am very careful not to put "those students" together. I try to put students with different strengths together in groups. I also try to take them out of their "comfort zone" group of friends.
Your points are really helpful, Ron. My last fashion design class group project was difficult for the students to complete. Some problems arose with personalities that just didn't like working on a team at all, others were great collaborators but a death in one of the member's family prevented them to complete the project in tandem. The points you made and what I learned from this unit will be really helpful in the classroom as well as team environment in the workplace.
It does seem like there is alway a group that becomes the superstars and one the seems to lag behind, unually due to lack of focus. It is a great reminder that group work does not mean less interaction, leadership and teaching on the part of the instructor, it is just redirected adn focused in a different manner.
Hi Agnes and all,
This is one of the biggest detractors for group work, at least at the high school level. The liklihood that a group will have 100% attendance throughout the duration of the project is slim. More likely, the class will have about one absence per group (depending on the size of each group). I was wondering what suggestions there might be for this situation.
I will not allow students to put themselves into groups as they put it together more for the social interaction than the educational benefit and then you end up with the students that don't really have anyone...or a group of very shy/quiet students.
As for "that group"...I find that if you keep swinging by and asking how things are going, ask to see what they have and where things stand, it kind of keeps them on the right track. You can push them so much but as soon as you step a way it's up to them to keep going.
Ron-I think it is a good idea to consistently check in on this group, and assess where each member stands on his or her assigned role in the group. Perhaps as the instructor, I would encourage the stronger members of the group to offer ideas to those group members who may not be pulling their weight on how they might better accomplish what is necessary.(Helping them to solve it themselves and become a stronger group/team as a result.)
I've often wondered how to do the accounting for individual contributions to groups without fracturing the group exercise into an assembly of discrete parts (that can be evaluated per individual). A truly integrated group project is more than individual parts fastened together and given a similar appearance.
Deborah,
I agree with your assessment. Part of the learning process is developing a sense of ownership of the process. Although this can sometimes create challenges, I think that we owe it, particularly to adult learners, to guide them through the process while letting them know that they are ultimately responsible for both their individual and group results.
Andrea
I tend to do the same thing as well as i wait unti week4 to put them into groups and tend to have the students worked out by then. We use the different strengths as well and it seems to help everyone.
Aisling
I have seen the group contract used where the group actually makes up their own contract of the rules and timeline that the group will bind themselves to following for success. That does seem to have some positive outcomes for all members.
In order to have increased success with group work, I've had to learn my students' learning types and personalities. So, I wait a bit longer to put them into groups. Also, I do not let them choose because, of course, they cluster with those who are most like them. I've found that getting one student who is a leader in each group will assist with the group's success.
Another point that I want to suggest is keeping a very strict timeline and have work in class so that you can oversee the group's progress. I have a sheet that gives a definition of group roles on which students assign each other. That seems to help.
I like to talk to previous instructors and find out who the "wallflowers" are, then put them together in a group to make sure they are "getting their hands dirty".
Great approach Gregory! The more we know about our students the better we can assist them with their learning.
Good job!
Jane Davis
ED106 Facilitator
