Effective Group Work
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50 templates for improving teaching and learning
Section 4: Effective group work
Introduction Effective group work
Group work is already a common feature of many classrooms. Whether in the form of pair or larger groupings it can be a highly effective way of working and learning, taking advantage of the combined strengths of the different members of a team. However, if managed ineffectively, little learning may take place. Teachers need to be particularly aware of the make-up of groups and should get students used to working with a variety of others. This section provides resources to improve the effectiveness of group work. They include templates for establishing rules or agreed ways of working, setting clear expectations about tasks, roles and outcomes, and being clear about how group work will be assessed and evaluated.
© Connect Publications 2007
1
50 templates for improving teaching and learning
Section 4: Effective group work
Section 4 Effective group work
Rules for discussion
3-4
Review of discussion
5-6
Group task management
7-8
Allocation of group roles
9-10
Group work feedback
11-12
Group work evaluation
13-14
Snowballing
15-16
© Connect Publications 2007
2
50 templates for improving teaching and learning
Section 4: Effective group work
Rules for discussion: Teachers’ notes
Rationale
Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of rules for group work and discussion helps to promote trust and cooperation It also makes classroom management easier (Clarke, 2005). See also the ground rules template on pages 19-20.
How to use
Students should be encouraged to discuss and agree a set of rules or behaviours which will facilitate effective working in pairs or groups. One way to do this would be as follows: • Divide the class into small groups. • Give each group a sheet with a particular heading to discuss (e.g. noise levels, behaviour towards each other, safety). • Students write on the sheet what they think would be good rules. • Groups then circulate to the next sheet, adding to or commenting on the suggestions on the sheet. • Once all groups have seen every sheet, the ideas can be discussed and agreed (the teacher will probably need to take an editing role here, although it is important that the rules reflect student opinion and are written in their own words). • The final version should be made into a poster and displayed prominently. • The agreed rules need to be enforced from the outset (Muijs and Reynolds, 2005). It may be necessary for teachers to demonstrate what it means to discuss in a ‘fair’ way (for example, one person speaks and the others listen without interrupting). The teacher should also be aware that establishing pairs and groups requires some thought and planning to avoid problems which are sometimes caused by issues such as gender and friendship (for further ideas on this see Clarke, 2005).
Example We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed: Only one person should speak at a time We should pay attention when we are listening We should look at the person who is talking We should not interrupt unless we are invited to We should never shout We should never deliberately offend other people We should remember that it’s OK to have a different point of view We should remember it’s OK to change your mind Everyone should have the chance to say their piece Class/group Date
© Connect Publications 2007
3
50 templates for improving teaching and learning
Rules for discussion
Section 4: Effective group work
We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed:
Class/group Date
© Connect Publications 2007
4
50 templates for improving teaching and learning
Section 4: Effective group work
Review of discussion: Teachers’ notes
Rationale
Discussions are effective learning strategies that allow students to express, share and develop ideas. For the maximum benefit it may be necessary for students to make some notes as a record of the discussion and the key points that emerge.
How to use
This form is for students to use to make notes on a discussion. If appropriate, the form could be divided into sections for points in favour and points against or to represent different standpoints which emerge. Example
Discussion title Is the Premiership the best football league in the world? Key points of discussion It’s not easy to agree on what we mean by the ‘best’ Some people think the style of football is the most entertaining – does this make it best? It attracts many of the world’s best footballers – does this make it best? If it were, the best English teams would win the Champions League and the Super Cup more often than they do The Premiership is the most popular football league for TV viewers overseas Conclusions It might be the most famous league, but the lack of success of England in international competitions suggests it is not the best in terms of the standard of football Evaluation/assessment/feedback/further questions If it is not the best, which league is? We could not agree on this. Most people thought it would be Italy or Spain. Teacher feedback A good summary. During the discussion people were using lots of relevant statistics which they had researched. It would be to your advantage to have noted some of these down during the discussion. Look at John’s example on the door for ideas.
© Connect Publications 2007
5
50 templates for improving teaching and learning
Review of discussion
Section 4: Effective group work
Name ................................................................................................................................................. Subject............................................................................................................................................... Discussion title
Key points of discussion
Conclusions
Evaluation/assessment/feedback/further questions
Teacher feedback
© Connect Publications 2007
6
50 templates for improving teaching and learning
Section 4: Effective group work
Group task management: Teachers’ notes
Rationale
Providing explicit instructions to students helps them to see what is expected of them. It can help them to plan their work and prepare effectively for lessons. It is particularly helpful for those students who find it difficult to organise themselves. This is often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the ‘big picture’, one of the key stages in what is sometimes called the Accelerated Learning Cycle (Smith, 1996).
How to use
The form could be used at the start of an assignment. In order to use it effectively there needs to be some discussion within each group as to who does what and how – the teacher may need to provide guidance, the extent of which will depend on the level of independent learning skills within the class.
Example Title of task What is this activity called?
The Space Race - research task Purpose/aim What are we trying to learn?
Knowledge: What were the main features of the ‘space race’? Evaluation: did the benefits outweigh the costs? Output What have we got to produce or do?
A five-minute presentation using Powerpoint and a set of notes for my file Time frame How long have we got? What is the deadline?
Two weeks to prepare for the presentation in the lesson on 14 March Roles Who is doing what in the group?
Me: researching the beginning of space race in 1940s/50s, including costs Steve: space race in 1960s – to the moon, including costs Frankie: benefits of space race in general All of us: preparing the presentation next week Method How are we going to do it?
First two lessons: research on our own, third lesson: discuss/share ideas, fourth lesson: prepare Resources What can we use to help us?
Textbooks in library, computers in room 52 during lessons, NASA CD-ROM, video on the moon landings Support What help is available?
Mr Hutchings during lessons Library staff can advise on resources Examples of last years work on intranet Assessment How will this work be judged?
The presentation will be assessed by peer-assessment using the standard criteria. Mr Hutchings will also check that I have a full set of notes The assessment is for internal use only (not part of the final grade) © Connect Publications 2007
7
50 templates for improving teaching and learning
Section 4: Effective group work
Group task management
Name ............................................................................................................................................... Subject............................................................................................................................................. Title of task What is this activity called?
Purpose/aim What are we trying to learn?
Output What have we got to produce or do?
Time frame How long have we got? What is the deadline?
Roles Who is doing what in the group?
Method How are we going to do it?
Resources What can we use to help us?
Support What help is available?
Assessment How will this work be judged?
Other information
© Connect Publications 2007
8
50 templates for improving teaching and learning
Section 4: Effective group work
Allocation of group roles: Teachers’ notes
Rationale
In group work the allocation of roles implies that each individual is an important part of the group and helps create a feeling of accountability. This promotes a sense of worth and belonging which is one of the important benefits of cooperative learning. Assigning roles provides explicit expectations and can add to the sense of order in the group work (Fogarty, 2002). It is important to note that in most group situations the allocated role is not the only contribution that the student makes - they are expected to contribute to the general work of the group in addition to their allocated role.
How to use
It is unlikely that all of the roles identified here will be relevant for any one task so teachers need to be selective about the most appropriate roles for a particular activity. In many cases it will be sensible to allocate more than one role to individual students. The allocation of roles may be decided by the teacher or left to the group members (if the teacher is confident that this will lead to appropriate outcomes). In the first instance the teacher can write the names on the form in advance of the lesson.
© Connect Publications 2007
9
50 templates for improving teaching and learning
Section 4: Effective group work
Allocation of group roles
Role
Explanation
Task leader
Responsible for planning the task and allocating responsibilities.
Timekeeper
Makes sure the group are always aware of meeting deadlines and spend a sensible amount of time on each task. Notes key points of discussions and any decisions reached.
Secretary Summariser
Identifies key points and summarises discussions.
Includer
Makes sure everyone in the group has contributed.
Chairperson
Leads discussions and debates, makes sure everyone has the chance to put their views across. Puts forward one view. Does not have to agree with the view personally.
Promoter Opponent
Argues against a view. Does not have to disagree with it personally.
Devil’s advocate
Questions the views that other group members take for granted. Deliberately argumentative. Takes the lead in asking questions to group members or to other groups.
Questioner Presenter
Takes the lead in presenting the group’s work to others.
Researcher
Finds, collects and reports back information.
Statistician
Responsible for numerical and statistical tasks.
IT technician
Takes the lead in using IT applications such as Powerpoint.
Technician
Responsible for collecting and managing IT equipment such as computers and data projectors.
© Connect Publications 2007
Name
10
50 templates for improving teaching and learning
Section 4: Effective group work
Group work feedback: Teachers’ notes
Rationale
Effective teaching methods are those that set challenging goals and provide students with feedback which helps them progress towards those goals. Wellmanaged group work is one such method. This form enables students to reflect on, and make a record of their learning after a group activity. The teacher can then monitor the learning and provide appropriate feedback.
How to use
The purpose of this form is for students to collect information from a discussion or group activity - either from their own group or from a presentation by another group. This is especially useful in situations where there would otherwise be no physical product or notes from the activity. There is space for teacher feedback at the bottom of the sheet which might be used to correct any misconceptions or to suggest where the student could go next with this topic. Example
Activity/task/topic
What makes a baby into a toddler? Mina, Laura, Ellen
Group/student name(s) Key points of presentation/discussion They are They are Toddlers Toddlers
called toddlers because of the way they are learning to walk (toddle) starting to talk – they often start with words like ‘mama’ or ‘dada’ often get common illnesses like chicken pox are starting to develop personalities and learn behaviours
Conclusions reached There is no exact definition of a toddler If a baby is able to start walking they could be called a toddler Evaluation/assessment/feedback/further questions What age range are toddlers normally? Teacher feedback You have picked up some of the main characteristics of toddlers. You are right to ask for clarification of the age range – you’ll find a good answer on page 27 of the resources – make sure you add it to your notes above.
© Connect Publications 2007
11
50 templates for improving teaching and learning
Group work feedback
Section 4: Effective group work
Name ............................................................................................................................................... Activity/task/topic ............................................................................................................................. ........................................................................................................................................................ Group/student name(s)
Key points of presentation/discussion
Conclusions reached
Evaluation/assessment/feedback/further questions
Teacher feedback
© Connect Publications 2007
12
50 templates for improving teaching and learning
Section 4: Effective group work
Group work evaluation: Teachers’ notes
Rationale
Students need to be encouraged to reflect on their ability to work with others to complete a task. They need to use this reflection to identify areas for improvement and appropriate strategies to facilitate these improvements.
How to use
The purpose of this form is for students to evaluate group activity after it has been completed. There is space for teacher feedback at the bottom of the sheet which could be used to give the teacher’s view of the process. This is often helpful as a way of pointing out to students some of the less tangible benefits of the process or to remind them of their achievements along the way (which the student may have forgotten about).
© Connect Publications 2007
13
50 templates for improving teaching and learning
Section 4: Effective group work
Group work evaluation
Name ............................................................................................................................................... Group/student names ...................................................................................................................... Task................................................................................................................................................. ........................................................................................................................................................ Assess how effective you were at these group skills by circling the relevant score.
Supporting others Taking turns Offering a different view Keeping on task Listening to others Respecting other views
Neither successful nor unsuccessful My contributions
Totally unsuccessful
Quite unsuccessful
Quite successful
Totally successful
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
The group as a whole Time management Fulfilling our roles Organisation Completion of the task What we produced
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Comment on what could be improved next time and how
Teacher feedback
© Connect Publications 2007
14
50 templates for improving teaching and learning
Section 4: Effective group work
Snowballing: Teachers’ notes
Rationale
‘Snowballing is a way of collecting information from a brainstorm, thought experiment or round, ensuring full participation and more student discussion’ (Petty, 2006). It can be used in many situations including the presentation of new ideas, checking current understanding and the teaching of learning and thinking skills. Petty (2005) advocates snowballing as one of 28 methods of ‘teaching without talking’. He advocates the use of these techniques to make students more active in the initial presentation of new ideas or themes. He quotes studies by Hattie et al. (1996) which suggest that the most effective teaching methods are those which set challenging goals and provide students with feedback relating to their progress towards those goals. Snowballing is a cooperative learning method which enables this to happen.
How to use
• Students are given appropriate resources or stimulus and relevant questions which they are seeking to answer. • Stage 1: At first they work on their own, recording their answers. • Stage 2: Next they work in pairs, sharing their answers. They then discuss and agree a common answer (which may be different from or based on the answers they have already). • Stage 3: Students then join with another pair to form groups of four, for the same purpose, again agreeing on a common answer which is likely to include points from both of the previous ‘best’ answers. • And so on if appropriate. • The students are then provided with a model answer or mark scheme and asked to use this to assess or score their final ‘best answer’. The form is for students to use at each stage of the process. Example
Topic or question What is a system? Use an example in your answer. Stage 1: My answer A system is a way of doing things - a method or a set of things linked together. You could have a system for playing football (like 4-4-2), or a system like an ecosystem. Stage 2: Pair answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs and processes. For example, an ecosystem has inputs, outputs and processes. Stage 3: Group answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs, and processes. For example, an ecosystem such as a rainforest has inputs (such as sunlight and rain), outputs (such as heat) and processes (such as photosynthesis). Systems can be closed (where the only input and output is energy) or open (with other inputs and outputs). An ecosystem is an example of an open system.
© Connect Publications 2007
15
50 templates for improving teaching and learning
Snowballing
Section 4: Effective group work
Name ............................................................................................................................................... Topic or question
Stage 1: My answer
Stage 2: Pair answer
Stage 3: Group answer
Comments/feedback/ideas/improvements
© Connect Publications 2007
16
Section 4: Effective group work
Introduction Effective group work
Group work is already a common feature of many classrooms. Whether in the form of pair or larger groupings it can be a highly effective way of working and learning, taking advantage of the combined strengths of the different members of a team. However, if managed ineffectively, little learning may take place. Teachers need to be particularly aware of the make-up of groups and should get students used to working with a variety of others. This section provides resources to improve the effectiveness of group work. They include templates for establishing rules or agreed ways of working, setting clear expectations about tasks, roles and outcomes, and being clear about how group work will be assessed and evaluated.
© Connect Publications 2007
1
50 templates for improving teaching and learning
Section 4: Effective group work
Section 4 Effective group work
Rules for discussion
3-4
Review of discussion
5-6
Group task management
7-8
Allocation of group roles
9-10
Group work feedback
11-12
Group work evaluation
13-14
Snowballing
15-16
© Connect Publications 2007
2
50 templates for improving teaching and learning
Section 4: Effective group work
Rules for discussion: Teachers’ notes
Rationale
Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of rules for group work and discussion helps to promote trust and cooperation It also makes classroom management easier (Clarke, 2005). See also the ground rules template on pages 19-20.
How to use
Students should be encouraged to discuss and agree a set of rules or behaviours which will facilitate effective working in pairs or groups. One way to do this would be as follows: • Divide the class into small groups. • Give each group a sheet with a particular heading to discuss (e.g. noise levels, behaviour towards each other, safety). • Students write on the sheet what they think would be good rules. • Groups then circulate to the next sheet, adding to or commenting on the suggestions on the sheet. • Once all groups have seen every sheet, the ideas can be discussed and agreed (the teacher will probably need to take an editing role here, although it is important that the rules reflect student opinion and are written in their own words). • The final version should be made into a poster and displayed prominently. • The agreed rules need to be enforced from the outset (Muijs and Reynolds, 2005). It may be necessary for teachers to demonstrate what it means to discuss in a ‘fair’ way (for example, one person speaks and the others listen without interrupting). The teacher should also be aware that establishing pairs and groups requires some thought and planning to avoid problems which are sometimes caused by issues such as gender and friendship (for further ideas on this see Clarke, 2005).
Example We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed: Only one person should speak at a time We should pay attention when we are listening We should look at the person who is talking We should not interrupt unless we are invited to We should never shout We should never deliberately offend other people We should remember that it’s OK to have a different point of view We should remember it’s OK to change your mind Everyone should have the chance to say their piece Class/group Date
© Connect Publications 2007
3
50 templates for improving teaching and learning
Rules for discussion
Section 4: Effective group work
We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed:
Class/group Date
© Connect Publications 2007
4
50 templates for improving teaching and learning
Section 4: Effective group work
Review of discussion: Teachers’ notes
Rationale
Discussions are effective learning strategies that allow students to express, share and develop ideas. For the maximum benefit it may be necessary for students to make some notes as a record of the discussion and the key points that emerge.
How to use
This form is for students to use to make notes on a discussion. If appropriate, the form could be divided into sections for points in favour and points against or to represent different standpoints which emerge. Example
Discussion title Is the Premiership the best football league in the world? Key points of discussion It’s not easy to agree on what we mean by the ‘best’ Some people think the style of football is the most entertaining – does this make it best? It attracts many of the world’s best footballers – does this make it best? If it were, the best English teams would win the Champions League and the Super Cup more often than they do The Premiership is the most popular football league for TV viewers overseas Conclusions It might be the most famous league, but the lack of success of England in international competitions suggests it is not the best in terms of the standard of football Evaluation/assessment/feedback/further questions If it is not the best, which league is? We could not agree on this. Most people thought it would be Italy or Spain. Teacher feedback A good summary. During the discussion people were using lots of relevant statistics which they had researched. It would be to your advantage to have noted some of these down during the discussion. Look at John’s example on the door for ideas.
© Connect Publications 2007
5
50 templates for improving teaching and learning
Review of discussion
Section 4: Effective group work
Name ................................................................................................................................................. Subject............................................................................................................................................... Discussion title
Key points of discussion
Conclusions
Evaluation/assessment/feedback/further questions
Teacher feedback
© Connect Publications 2007
6
50 templates for improving teaching and learning
Section 4: Effective group work
Group task management: Teachers’ notes
Rationale
Providing explicit instructions to students helps them to see what is expected of them. It can help them to plan their work and prepare effectively for lessons. It is particularly helpful for those students who find it difficult to organise themselves. This is often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the ‘big picture’, one of the key stages in what is sometimes called the Accelerated Learning Cycle (Smith, 1996).
How to use
The form could be used at the start of an assignment. In order to use it effectively there needs to be some discussion within each group as to who does what and how – the teacher may need to provide guidance, the extent of which will depend on the level of independent learning skills within the class.
Example Title of task What is this activity called?
The Space Race - research task Purpose/aim What are we trying to learn?
Knowledge: What were the main features of the ‘space race’? Evaluation: did the benefits outweigh the costs? Output What have we got to produce or do?
A five-minute presentation using Powerpoint and a set of notes for my file Time frame How long have we got? What is the deadline?
Two weeks to prepare for the presentation in the lesson on 14 March Roles Who is doing what in the group?
Me: researching the beginning of space race in 1940s/50s, including costs Steve: space race in 1960s – to the moon, including costs Frankie: benefits of space race in general All of us: preparing the presentation next week Method How are we going to do it?
First two lessons: research on our own, third lesson: discuss/share ideas, fourth lesson: prepare Resources What can we use to help us?
Textbooks in library, computers in room 52 during lessons, NASA CD-ROM, video on the moon landings Support What help is available?
Mr Hutchings during lessons Library staff can advise on resources Examples of last years work on intranet Assessment How will this work be judged?
The presentation will be assessed by peer-assessment using the standard criteria. Mr Hutchings will also check that I have a full set of notes The assessment is for internal use only (not part of the final grade) © Connect Publications 2007
7
50 templates for improving teaching and learning
Section 4: Effective group work
Group task management
Name ............................................................................................................................................... Subject............................................................................................................................................. Title of task What is this activity called?
Purpose/aim What are we trying to learn?
Output What have we got to produce or do?
Time frame How long have we got? What is the deadline?
Roles Who is doing what in the group?
Method How are we going to do it?
Resources What can we use to help us?
Support What help is available?
Assessment How will this work be judged?
Other information
© Connect Publications 2007
8
50 templates for improving teaching and learning
Section 4: Effective group work
Allocation of group roles: Teachers’ notes
Rationale
In group work the allocation of roles implies that each individual is an important part of the group and helps create a feeling of accountability. This promotes a sense of worth and belonging which is one of the important benefits of cooperative learning. Assigning roles provides explicit expectations and can add to the sense of order in the group work (Fogarty, 2002). It is important to note that in most group situations the allocated role is not the only contribution that the student makes - they are expected to contribute to the general work of the group in addition to their allocated role.
How to use
It is unlikely that all of the roles identified here will be relevant for any one task so teachers need to be selective about the most appropriate roles for a particular activity. In many cases it will be sensible to allocate more than one role to individual students. The allocation of roles may be decided by the teacher or left to the group members (if the teacher is confident that this will lead to appropriate outcomes). In the first instance the teacher can write the names on the form in advance of the lesson.
© Connect Publications 2007
9
50 templates for improving teaching and learning
Section 4: Effective group work
Allocation of group roles
Role
Explanation
Task leader
Responsible for planning the task and allocating responsibilities.
Timekeeper
Makes sure the group are always aware of meeting deadlines and spend a sensible amount of time on each task. Notes key points of discussions and any decisions reached.
Secretary Summariser
Identifies key points and summarises discussions.
Includer
Makes sure everyone in the group has contributed.
Chairperson
Leads discussions and debates, makes sure everyone has the chance to put their views across. Puts forward one view. Does not have to agree with the view personally.
Promoter Opponent
Argues against a view. Does not have to disagree with it personally.
Devil’s advocate
Questions the views that other group members take for granted. Deliberately argumentative. Takes the lead in asking questions to group members or to other groups.
Questioner Presenter
Takes the lead in presenting the group’s work to others.
Researcher
Finds, collects and reports back information.
Statistician
Responsible for numerical and statistical tasks.
IT technician
Takes the lead in using IT applications such as Powerpoint.
Technician
Responsible for collecting and managing IT equipment such as computers and data projectors.
© Connect Publications 2007
Name
10
50 templates for improving teaching and learning
Section 4: Effective group work
Group work feedback: Teachers’ notes
Rationale
Effective teaching methods are those that set challenging goals and provide students with feedback which helps them progress towards those goals. Wellmanaged group work is one such method. This form enables students to reflect on, and make a record of their learning after a group activity. The teacher can then monitor the learning and provide appropriate feedback.
How to use
The purpose of this form is for students to collect information from a discussion or group activity - either from their own group or from a presentation by another group. This is especially useful in situations where there would otherwise be no physical product or notes from the activity. There is space for teacher feedback at the bottom of the sheet which might be used to correct any misconceptions or to suggest where the student could go next with this topic. Example
Activity/task/topic
What makes a baby into a toddler? Mina, Laura, Ellen
Group/student name(s) Key points of presentation/discussion They are They are Toddlers Toddlers
called toddlers because of the way they are learning to walk (toddle) starting to talk – they often start with words like ‘mama’ or ‘dada’ often get common illnesses like chicken pox are starting to develop personalities and learn behaviours
Conclusions reached There is no exact definition of a toddler If a baby is able to start walking they could be called a toddler Evaluation/assessment/feedback/further questions What age range are toddlers normally? Teacher feedback You have picked up some of the main characteristics of toddlers. You are right to ask for clarification of the age range – you’ll find a good answer on page 27 of the resources – make sure you add it to your notes above.
© Connect Publications 2007
11
50 templates for improving teaching and learning
Group work feedback
Section 4: Effective group work
Name ............................................................................................................................................... Activity/task/topic ............................................................................................................................. ........................................................................................................................................................ Group/student name(s)
Key points of presentation/discussion
Conclusions reached
Evaluation/assessment/feedback/further questions
Teacher feedback
© Connect Publications 2007
12
50 templates for improving teaching and learning
Section 4: Effective group work
Group work evaluation: Teachers’ notes
Rationale
Students need to be encouraged to reflect on their ability to work with others to complete a task. They need to use this reflection to identify areas for improvement and appropriate strategies to facilitate these improvements.
How to use
The purpose of this form is for students to evaluate group activity after it has been completed. There is space for teacher feedback at the bottom of the sheet which could be used to give the teacher’s view of the process. This is often helpful as a way of pointing out to students some of the less tangible benefits of the process or to remind them of their achievements along the way (which the student may have forgotten about).
© Connect Publications 2007
13
50 templates for improving teaching and learning
Section 4: Effective group work
Group work evaluation
Name ............................................................................................................................................... Group/student names ...................................................................................................................... Task................................................................................................................................................. ........................................................................................................................................................ Assess how effective you were at these group skills by circling the relevant score.
Supporting others Taking turns Offering a different view Keeping on task Listening to others Respecting other views
Neither successful nor unsuccessful My contributions
Totally unsuccessful
Quite unsuccessful
Quite successful
Totally successful
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
The group as a whole Time management Fulfilling our roles Organisation Completion of the task What we produced
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Comment on what could be improved next time and how
Teacher feedback
© Connect Publications 2007
14
50 templates for improving teaching and learning
Section 4: Effective group work
Snowballing: Teachers’ notes
Rationale
‘Snowballing is a way of collecting information from a brainstorm, thought experiment or round, ensuring full participation and more student discussion’ (Petty, 2006). It can be used in many situations including the presentation of new ideas, checking current understanding and the teaching of learning and thinking skills. Petty (2005) advocates snowballing as one of 28 methods of ‘teaching without talking’. He advocates the use of these techniques to make students more active in the initial presentation of new ideas or themes. He quotes studies by Hattie et al. (1996) which suggest that the most effective teaching methods are those which set challenging goals and provide students with feedback relating to their progress towards those goals. Snowballing is a cooperative learning method which enables this to happen.
How to use
• Students are given appropriate resources or stimulus and relevant questions which they are seeking to answer. • Stage 1: At first they work on their own, recording their answers. • Stage 2: Next they work in pairs, sharing their answers. They then discuss and agree a common answer (which may be different from or based on the answers they have already). • Stage 3: Students then join with another pair to form groups of four, for the same purpose, again agreeing on a common answer which is likely to include points from both of the previous ‘best’ answers. • And so on if appropriate. • The students are then provided with a model answer or mark scheme and asked to use this to assess or score their final ‘best answer’. The form is for students to use at each stage of the process. Example
Topic or question What is a system? Use an example in your answer. Stage 1: My answer A system is a way of doing things - a method or a set of things linked together. You could have a system for playing football (like 4-4-2), or a system like an ecosystem. Stage 2: Pair answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs and processes. For example, an ecosystem has inputs, outputs and processes. Stage 3: Group answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs, and processes. For example, an ecosystem such as a rainforest has inputs (such as sunlight and rain), outputs (such as heat) and processes (such as photosynthesis). Systems can be closed (where the only input and output is energy) or open (with other inputs and outputs). An ecosystem is an example of an open system.
© Connect Publications 2007
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50 templates for improving teaching and learning
Snowballing
Section 4: Effective group work
Name ............................................................................................................................................... Topic or question
Stage 1: My answer
Stage 2: Pair answer
Stage 3: Group answer
Comments/feedback/ideas/improvements
© Connect Publications 2007
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