Chapter 1- Groupwork as a Strategy for Classrooms. Learning in the classroom can be enhanced by using small groups with students being assigned a specific task to complete. For groupwork to be successful in the classroom, the teacher must employ a delegated authority by giving the students the power to accomplish specific parts. Students need a cooperative group approach with ample communication to complete assigned tasks. Along with student preparation, group interaction is key to having these groups work effectively.
From my experience in a cooperative group emphasized classroom from clinical I, I was concerned that group members tended to ‘conveniently forget’ their daily task and had to be reminded of their responsibility.
Chapter 2- Why Groupwork? With the cooperative grouping model conceptual learning, problem solving, language strengthening, and peer interaction take place. Peers are able to explain ambiguous concepts more clearly and can help with task confusion while discussing new ideas. Students are able to hear other members perceptions and then formulate their own interpretation of the concept. Working with their peers can help students gain valuable interpersonal and communication skills, while providing situations for increased summarizing, synthesizing, and interpreting of materials.
I have seen bilingual classrooms where groupwork really worked for all language proficiencies. A survey I gave also indicated students prefer to work in groups rather than individually.
Chapter 3- The Dilemma of Groupwork. When assigning groups careful planning, organizing, and structuring must be made because groups can develop unequal participation due to many factors, including being more knowledgeable in a subject than other group members ‘academic status’. Groups can be influenced by social status and domination from particular members causing the group mentality to be compromised. Different statuses influence the group dynamic with perceived high or low status.
I have been in groups where it was hard to participate in groups due to other students taking the authoritative roles. I have witnessed where students just let others do the work and they benefit from the ‘group grade.’
I work like to know more about how to initially group students for cooperative work. How do I go about assigning group roles to individuals when I do not know their personalities and strengths?
Interesting this role forgetting. I have observed peers hold one another accountable in most situations! One thing not discussed in this book is the impact of how the teacher decides to assign grades. I think this is a real dilemma for the teacher, maybe until they step far enough back and ask why they grade. Tip: worry less about what each kid can and can't do. Your prediction is probably not correct, but worse may begin to define the child in your eyes much too strongly.
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