Implementing Group Work in the Classroom

(Group 1) "Is there a reason this should not be collaborative?" is ideal to consider when deciding on group work. Which is not?

• Will all group members feel a sense of personal responsibility for success?

• Is the activity challenging or complex enough that it requires group work?

• Will the objective be furthered by asking students to work in groups?

• Will the project require collaboration?

(Group 1) When using groups, which of the following is a strong motivator?

• Group size and familiarity.

• Knowing that peers are relying on you.

• The amount of time provided for each particular task.

• Fully explored guidelines and expectations.

(Group 1) How might educators help students achieve the feat of promoting each other's success?

• through interdependence

• by requiring groups to participate in icebreakers

• by modeling how students should participate

• by continually asking students to reflect on the group work process

(Group 2) According to the article, what is one drawback of group work?

• Some students may not participate.

• Students possess a variety of skill levels.

• Teachers might struggle to anticipate and manage group behaviors.

• Teachers aren't able to cover as much material.

(Group 3) To share rationale for using group work, teachers are advised to share?

• benefits of collaborative learning

• pedagogical (theory and practice of learning) purpose

• connection the activities have to larger class themes and learning outcomes

• planning and facilitation that were necessary to achieve true collaboration

(Group 3) Students knowing and trusting each other to some extent is an example of which of the following?

• Thinking carefully about how students will be physically arranged in groups

• Designing collaborative work in multiple forms

• Facilitating group cohesion

• Modeling how students should participate

(Group 3) Establishing how group members should interact with one another is an example of which of the following?

• Providing closure to the group activities

• Setting ground rules for group interaction

• Developing key critical-thinking skills

• Interdependence

(Group 4) With regards to assisting students, the article encourages teachers to...

• focus on helping students that struggle.

• alternating between providing help and primarily monitoring.

• request that students only assist each other.

• let students struggle (within reason) to accomplish the task.

(Group 5) Effective group reporting can make the difference between students' feeling they are...?

• satisfied or unsatisfied with the group experience.

• just going through the motions or engaging in a powerful exchange of ideas.

• needed or not needed within the group.

• experiencing individuality or group cohesion.

(Group 5) Teachers can model how they want students to participate in all of the following ways, except?

• by responding respectfully and sensitively to student answers.

• acknowledging and valuing opinions different from their own.

• being willing to share their own stories and critiquing their own work.

• insisting on professional, civic conduct between and among students.