1. Group LEARNING
Prof. K. Sivapalan.
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Learning

2. Group Two or more people Aware of each other
Interested in important way
In interaction with each other
Dynamic
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3. Components of a Group Facilitator Chairperson Rapporteur [reporter]
Participants
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4. Characteristics of a group
Not just "sum" of members [two or more]
Structure grows out of interactions- aware of each other
Neither individual nor the group has separate existence
Members display individuality- thus gain recognition
Individuals behave differently in a group
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5. Group Members and chair’s responsibility
formal
1. The quarrelsome type
Stay quiet, don't get involved, use the conference method, stop him/her monopolising
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6. Group Members and chair’s responsibility
2. The positive type
A great help in discussion.
Let his contributions add up
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7. Group Members and chair’s responsibility
3. The Know-all type.
Let the group deal with his theories
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8. Group Members and chair’s responsibility
4. The loquacious type
Interrupt tactfully.
Limit his/her speaking time.
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9. Group Members and chair’s responsibility
5. The shy type.
Ask him/her easy questions, increase the self confidence.
Give credit when possible
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10. Group Members and chair’s responsibility
6. The uncooperative, rejecting type.
Play on his/her ambitions- recognise his/her knowledge and experience and use them
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11. Group Members and chair’s responsibility
7. The thick-skinned uninterested type.
Ask him about the work, get him to give examples of the work he/she interested in.
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12. Group Members and chair’s responsibility
The highbrow type.
[too serious, some times disapproving]
Don't criticise. Use "yes - but" technique.
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13. Group Members and chair’s responsibility
9. The persistent questioner.
Tries to trap the leader.
Pass his/her questions back to the group.
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14. Leader's tasks Setting the scene Getting it started Keeping it going
Stopping it
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15. Setting the scene Get there early Arrange furniture
Lighting, ventilation, heat
Chalkboard, paper
others
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16. Getting it started Introductions Identification
Positions of participants
Objectives of the group
Agenda
Goal setting for the session
Leading questions
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17. Keeping it going
Be sensitive to- needs of individuals, needs of group, goals of group
Watch agenda- move towards goal, don't be compulsive
Use summary
Use leading questions
Encourage participation
Discourage monopoliser
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18. Stopping it Get summary Outline next steps "any last comments"
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19. Factors hindering group process
Purpose not clear
Purpose not shared
Outside disturbance
Outside pressures
Interpersonal frictions
Slowness moving toward goal
Sub-structures within group
Physical surroundings
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20. Symptoms of trouble- aggressive
Members impatient with each other
Ideas attacked before expressed
Members "taking" side
Uncompromising
Personnel attacks
Distortions
Accuse others of "not understanding"
Getting emotional
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21. Symptoms of trouble - apathetic
Yawning, glassy eyes
Point of discussion lost
Talk "drags"
Slouching restlessness
Decisions too quick
Resistance to responsibility
Suggestion for adjournment
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22. Advantage of group learning
Encourages deeper understanding
Encourages appreciation of diverse views
Promotes team work
Promotes self directed learning
Develops problem solving skills
Develops interpersonal skills
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23. Group formation
Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have posed.
You can also form groups of three to five to solve a problem or pose a question.
Typically, students work together until the task is finished, and their project is graded.
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24. Group formation- ctd
Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments.
Study teams also inform their members about lectures and assignments when someone has missed a session.
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25. Concern: "I want to learn from a professor, not with my classmates, who don't know as much."
Inform students about the research studies on the effectiveness of collaborative learning and describe the role it will play in your course. Invite students to try it before deciding whether to drop the class.
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26. Concern: "Students won't want to work in groups."
Students may object, in part because most of their education has been based on individual effort, and they may feel uncomfortable helping others or seeking help.
The best advice is to explain the rationale, design well-structured meaningful tasks, give students clear directions, set expectations for how team members are to contribute and interact, and invite students to try it.
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27. Concern: "Our group just isn't working out."
Encourage students to stick with it.
Changing group membership should really be a last resort.
Help your students learn how to be effective group members by summarizing for them some of the information in "Leading a Discussion" and "Encouraging Student Participation in Discussion."
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28. Concern: "Students won't work well in groups."
Most students can work well in groups if you set strong expectations at the beginning of the term, informally check in with groups to see how things are going, offer assistance as needed, and provide time for groups to assess their own effectiveness.
Some groups may indeed have problems, but usually these can be resolved..
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29. Concern: "group work won't be able to cover as much material as in lecture."
But research shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the material.
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30. Setting Up Study Teams
Tell Students about the benefits of study teams.
Explain how study teams work.
If Study teams are optional, offer students extra credit for participation.
Let students know what their responsibilities are as a study team member.
Help students locate meeting rooms.
Limit groups to no more than six students.
Use a portion of class time for arranging study groups.
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