D&S Faculty Forum Session B1 Managing group work with students – pitfalls and how to avoid them! Rebecca's intro - 5 mins (5) Icebreakers activity - 15 mins (20) Scaffolding/common language and starting point - 10 mins (30) Dealing with different behaviours - 5 mins activity, 15 mins feedback and discussion - 20 mins (50) Feedback and close - 5 mins (55) Dr Rebecca Hodgson, Sheffield Institute of Education Nick Russell, Library and Student Support Services

Why group work?

Why group work? At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in. Academic interaction is key. Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change: a summary of findings from the What Works? Student Retention and Success Programme. Paul Hamlyn Foundation, HEFCE, HEA, Action on Access. Online here Talk is work – ‘opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students’ skills and capabilities with scientific reasoning (Osborne 2010) Engagement is multifaceted – behavioural, emotional and cognitive, while motivation is closely linked with interest. Factors in classroom practice in schools found to increase motivation and engagement are: goals, choices, materials and enabling student collaboration (Wu et al 2013). “collaborative discussions produced greater interest and engagement than conventional discussions” – study of school children doing small group discussions vs whole group discussions. Results consistent wrt self reporting of students and observed engagement. [Girls more likely to report greater interest while boys more likely to show boost in interest. Lower achieving children valued small group discussion more than higher achieving children. Talkative children reported higher interest than non talkative children]. (Wu et al 2013). At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in (Thomas 2012) Academic interaction is key. Collaborative forms of learning can be mutually beneficial for those ‘deemed to be of low ability’ and ‘their more capable peers’ (Roberts, 2016)

Icebreakers

Ground rules / contracting How would you like group members to behave? How you want group members to treat each other?

Punctual!

Agendas

Task Planner

Dealing with different behaviours In small groups discuss how you would deal with someone in the group who... (5 minutes) Is silent and withdrawn during group discussions Isn't motivated and is resistant to doing their share of the work Is very talkative and dominating discussion Is making inappropriate rude jokes

Dealing with different behaviours Silent and withdrawn in group discussions: Break into pairs / small groups to put the student at ease Recognise and value any contribution Invite to speak or check understanding (e.g. what do you think of that idea?) If appropriate talk to the student privately to find out if there is a deeper reason for being quiet and offer encouragement. Adapted from resource created by Connexions

Student responses

Dealing with different behaviours Isn't motivated and is resistant to doing their share of the work ("freeriding"): Encourage and value any contribution Place with more positive group members Give responsibility / contract Work as smaller groups or with a partner Check they understand the task/situation Links to assessment / grading Adapted from resource created by Connexions

Student responses

Dealing with different behaviours Is very talkative and dominating discussion: Share out discussion time / nominate Work in smaller groups to minimise the effect Encourage contribution from others Assert that people should not interrupt each other to ensure quieter team members aren't talked over (contract) Adapted from resource created by Connexions

Student responses

Dealing with different behaviours Is making inappropriate rude jokes: Confront the behaviour when it happens Remind the student of any ground rules set for the group Discuss the effect the behaviour has on the group. Focus on the feelings or difficulties produced by the behaviour, not the person Consider discussing the appropriateness of the behaviour privately with student Adapted from resource created by Connexions

Feedback hoop and follow up 1 thing you will take away from this session and apply in your practice 1 question you still have about group work Follow up: see screencast and Sharepoint site for more resources blogs.shu.ac.uk/thebridge/group-work portal.shu.ac.uk/DEPARTMENTS/LSSS/peerlearning