Well-designed Group Work Contributes to Better Learning Outcomes for All
By Michele Cheyne
Today's workplace is collaborative, and learning to work with other people is an essential skill. I remind my students that they do not get to choose their co-workers and that these folks may not be people they would choose as friends. Learning to get along with others to accomplish the job, feeling like a valued team member, and experiencing team success prepare students for life beyond school just as much as academia. To this end, group work in the classroom is an increasingly common part of science curriculum.
Through successful collaboration, students:
understand and fulfill a defined role substantially contributing to everyone's learning. This encourages ALL students to participate.
offer encouragement to ALL group members to contribute as the group structure does not work if one or more students are not fulfilling their role.
persist through struggle.
communicate effectively to ensure an accurate exchange of information.
Students also recognize that working collaboratively can produce a better outcome. Students have a common goal when working together—all need to understand the learning outcome, and it is the group's responsibility to have everyone make progress toward that goal. They work hard to make sure that all reach an appropriate level of understanding.
However, just having kids work in groups is not a panacea. Historically, kids in groups do not contribute equitably and leave group activities with different levels of understanding. Unstructured and unmonitored group work only exacerbates learning inequities among students. Random grouping, with structured roles, a high cognitive demand task, and expectations for all in the group learning, can mediate this.
In Action
I use shuffle quizzes (a method where I randomly choose a student by shuffling their papers) to answer a question asked of the group. If the student cannot answer the question correctly, I tell the group that I will be back. In the meantime, the group must make sure that all students understand and can respond correctly.
I recently had the students in chemistry work on an assignment I used from the previous year. Last year, I had to answer question after question from individual students as they worked through the activity. This year, I did not have to answer even one question as the students were able to talk through their questions and come up with an answer. I shared this with them and they were proud of their work. Their ability to problem solve is a really important skill and helps to boost their confidence.
About Michele
Michele Cheyne is a science teacher and curriculum specialist at Wye River Upper School with over 30 years of teaching science and science-teacher education.
Michele taught biology, chemistry, environmental science, and genetics during the academic year, in summer school enrichment, and remediation programs in Wisconsin. She then taught in the graduate science teacher education program at the University of Pittsburgh, preparing science teachers in grades 7-12. While at the University of Pittsburgh, Michele worked with Pittsburgh public schools to open two new schools: Pittsburgh Science and Technology Academy and Milliones 6-12. Following her work at the University of Pittsburgh, Michele worked for the Knowles Teacher Initiative, a not-for-profit supporting early-career math and science teachers. In her work there, Michele developed curriculum for teachers and school districts. Michele most recently supervised and mentored pre-service teachers for Salisbury University.
Michele is passionate about developing a science curriculum that provides opportunities for students to explain real-world phenomena.
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