Group Work Digital Project February 7, 2016 PIDP 3250 Instructional Strategies Sean Brown

Agenda Context Advantages Disadvantages Best Practices Role of Instructor Role of Learners Personalized Example

Context Barkley (2010, p.124) identifies the effective use of group work (T/S 35) as a strategy for promoting active learning. Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey-Bass: John Wiley & Sons; San Francisco, CA.

Advantages Barkley (2010, p.124) indicates that effective use of group work can: Promote community, collaboration, teamwork & mentoring Take advantage of differing learner backgrounds, experience, academic skills & learning strategies Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey-Bass: John Wiley & Sons; San Francisco, CA.

Advantages Merriam & Bierema (2013, p.118) indicate that group work provides the opportunity for contextual learning: Social negotiation guides learning among learners with differing contextual knowledge Vygotsky (1980) indicates that contextual learning is a form of cognitive apprenticeship Learners construct their understanding based on their own prior knowledge and shaped by social negotiation with peers Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice; p.118. San Francisco, CA: Jossey-Bass. Vygotsky, L. (1980). Mind in society: The development of higher psychological processes. Cambridge, MA. Harvard University Press.

Disadvantages Barkley (2010, p.124) indicates that challenges with the use of group work may include: Inequitable participation Some do less than their share Some may over-control or take over Some resist due to poor prior experiences with group work Some engage in off-task behaviours e.g. texting, Facebooking Some group members don’t get along Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey-Bass: John Wiley & Sons; San Francisco, CA.

Best Practices / Role of Instructor Barkley (2010, p.124) indicates that group work best practices maximize the opportunity for student learning: Group Formation Size of groups - type of task - class size Heterogeneous groups - gender mix - academic skills Background experience - preferred learning strategies Level of contextual knowledge Random membership e.g. number off & groups 1’s, 2’s, etc. Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey- Bass: John Wiley & Sons; San Francisco, CA.

Best Practices / Role of Instructor Facilitating Group Interaction Provide clear instructions & expectations - in writing & verbal Instructor available - move group to group - one-on-one as required Structure the activity with both individual (write a paper) and group (presentation) accountabilities Guide learners to identify best practices Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey-Bass: John Wiley & Sons; San Francisco, CA.

Role of Learners Develop a clear understanding of instructions & expectations ask questions as required Break down work into individual responsibilities Set deadline for work Identify resources available e.g. academic journals, textbook Collaborate with peers: social negotiation to construct learning Reflect on content and the learning process Brown, S. (2015). Constructivism and Problem-based Learning; PIDP Learning Theory Essay. The Role of the Learner; p.8. http://www.healthcareprocessimprovement.ca/

Examples Context: Student diversity: Problem-based learning Case studies: business, biomedical, ethics Student diversity: ESL / writing Analytics Student engagement can be rewarding: Example: TA group of ten, paired responsibilities, accountable to each other, one student dropped the course but completed his share of work

References Barkley, E. (2010). Student Engagement Techniques: A Handbook for College Faculty. Tips and Strategies for Promoting Active Learning: T/S 35, p.124. Jossey-Bass: John Wiley & Sons; San Francisco, CA. Brown, S. (2015). Constructivism and Problem-based Learning; PIDP Learning Theory Essay. The Role of the Learner; p.8. http://www.healthcareprocessimprovement.ca/ Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice; p.118. San Francisco, CA: Jossey-Bass. Vygotsky, L. (1980). Mind in society: The development of higher psychological processes. Cambridge, MA. Harvard University Press.