Grasping Groups
I'm back online! My home computer decided to blow up and my work blocks blogger (along with everything else.)My first topic is group work from Chapter 6 in Ko & Rossen. The initial group forming activity is an introduction. My favorite so far was an instructor who asked us to submit a powerpoint presentation with pictures discussing our favorite things in life. Of course the class was fairly small, but it really helped set the tone.
Size and Duration of Groups.
I'm still waffling over the proper size and duration of groups. Unlike Palloff and Pratt my experience with Dyads has been a disaster. Too many of the pairs are dysfunctional. My best experiences have been in groups of four. In terms of duration I don't agree that the groups should last the duration of the course (at least not in graduate courses.) I prefer to experience as many different skill sets as possible. I think working adults adapt to new groups faster as a matter of experience. It also gives you more than one experience per course.
Group Roles.
I prefer assigned roles. In other classes where large projects were introduced the instructor either assigned specific tasks or listed tasks and had the group decide on roles. It helps shorten the formative period.
Collaboration Happens.
Collaboration has to be encouraged and sometimes required depending on the makeup of the class. The Palloff and Pratt methodology of set the stage, model, guide, and evaluate may even require the addition of the word 'push.' It seems like the younger students are the more active the instructors role. The problem is that forced collaboration is inversely proportional to constructivist learning (Garrison 2004.) It goes back to the old Dewey papers from 1933 talking about how we think. To fully take advantage of the collaborative environment students have to be allowed to practice formative highly ordered thought.
posted by Dallas Becker @ 6:36 PM
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