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Instructor Resources
Small Group Formation and Interaction – Best Practices
Course-level Planning for the Implementation of Small Group Activities:
- How does a small group activity support course learning and/or relational objectives and outcomes for the course?
- What non-content goals may also be considered when instituting small group work? (Student self-efficacy, Sense of belonging, Competence)
So you think a small group activity helps you achieve your learning and relational objectives… We think you’ve made a great choice! Now comes the fun part!
Please consider the following when creating small group assignments and activities. Small groups work best when they are developed well from the planning stages:
Fundamental Structure for Positive Group Interactions
Small group activities should be significant enough that it is most efficient and meaningful for a task to be accomplished using a group.
Seek to create environments that foster mutual support within the group (use small activities/tasks to build relationship i.e. get coffee, play a fun game, etc.)
Small group activities should involve group processing and application of content. If possible, groups should be tasked with coming to consensus when solving a problem. Coming to consensus forces the consideration of multiple perspectives and provides a platform for discussion and critical thought.
Consider explaining why small groups are being used and what you hope students will take away from the experience. Identify and articulate the relevance of the small group activity to content, degree, and field.
Explain how students should spend their time in groups, how often groups should meet, what groups should produce, and what groups should consider in the process. It is better to over-communicate than to leave details ambiguous.
It is imperative that instructors navigate throughout the groups while groups working. Try to get on their level (sit among them) and listen. Listen for questions and confusion and for depth of consideration. Redirect as needed. This (instructor presence) should be a staple during group time.
Encourage groups to define both communication channels and expectations for how communication will be carried out.
Be mindful that group cohesion is a process and takes dedicated and focused time. Seek realistic expectations for what can be accomplished within a specific time frame. Content related goals are often more thoroughly accomplished when linked with relational goals when using group work..
Recognize, in the development stage, student needs for self-efficacy, sense of belonging, relatedness, and autonomy. These should be meshed with small group activities. Some examples: how can/do students have recourse for non-participating group member(s), how will students create a sense of belonging within small group activities, how will students be empowered by the small group activity?
Seek feedback from students regarding both relational and content oriented goals. Monitor student performance both academically and relationally.
Small Group Considerations:
Two general forms can be used when instituting small groups. Each has the potential for achieving the educational and relational rewards that can be achieved. However, the creation and development of the groups will differ. Below you will find characteristics and benefits of each form along with ideas for activities for which the small group can participate in.
(Reminder: the form of the group should be selected based on your course learning objectives and lesson plan development.)
- Very little preparation and group relational development needed.
- Student may be assigned to a group for short periods of time (less than one class to around 3 weeks).
- Group tasks likely include an activity that can be completed or solved in a single class meeting.
- Often lower stakes with less student output.
- Group activity is often narrowly focused on understanding and application of one or a few concept.
- Often seen as a way to develop deeper levels of thought because student responses may be challenged and/or developed by hearing the feedback and input from other group members.
Characteristics:
Benefits:
- Students get to know more individuals in the class because group enrollments shift often.
- Multiple perspectives quickly.
- Provides platform for quieter students to contribute without the intimidation of the entire class hearing.
- Affords the opportunity for students to engage simultaneously on similar topics. This engagement can then be leveraged by the instructor for class learning.
Short-term group activities you may want to consider:
Think-pair-share – Students are given a discussion prompt. Students then work individually to craft a response. This response is then shared with a peer. Consensus is then sought. When achieved, response is shared with class.
Fishbowl Activity – Small group is placed in the middle with remaining classmates surrounding and observing (like a fishbowl). Group in the middle is given a prompt or problem to solve. Classmates on the outside observe the interaction and provide feedback on how the group in the fishbowl accomplished their goal.
Case Studies – Provide students with a problem from experience and ask students to solve using pertinent course content.
Simulations – Students take on specific “real life” roles as they seek to solve a problem
Peer Teaching – Students are asked to teach a concept to the class or another audience that may benefit from the learning.
Small Group Discussions – Groups are developed and given a topic to discuss. Be sure to provide specific instructions and questions that need to be addressed.
Jigsaw Strategy – Breaks problems into smaller parts and divides these parts among the groups. Groups are to report their piece of the solution to the class. The class can then discuss how all pieces fit together.
- Long-term groups work best when group roles and relational development is encouraged – (We very strongly encourage the assignment of this activity to begin group development) Link to Marcia’s student webpage
- Students assigned to group for longer periods of time (3 weeks – full semester).
- Group activity normally involves assignment of a larger project or activity.
- Projects/assignments apply breadth of class content.
- Long-term groups are often used for short-term group activities as well.
- If relationships are formed, group has potential for greater analysis/depth of critical thought due to knowing one another for longer periods of time.
Long Term Groups
Characteristics
Benefits:
- Student have tendency to create stronger bonds with group members
- Students have opportunity to learn and develop small group roles
- Students may develop intangible skills such as leadership, communication, conflict management, etc. due to working with the same group for longer periods of time.
- More robust projects can be created that link content with application.
- May provide opportunity to involve multiple stake-holders in group project.
Long-term group activities you may consider
- Service-learning – Educational approach where students learn and apply classroom theories and concepts while volunteering with an agency (usually non-profit or social service group) and engages in reflection activities to deepen their understanding of course content.
- Problem-based Learning – Groups are given real-world problems as a vehicle to promote learning and application of course concepts and principles.
- Consulting Activity – Groups are asked to find (or can be assigned) outside organizations that will allow groups to observe and consult the group. Consulting activity is one which applies course concepts and principles in a real-world environment. Consulting, by nature, directs student groups to analyze and evaluate what they are observe.
- Creative Assignment – Groups are asked to create something in which they are applying concepts and principles from the course.
Resources for Additional Understanding:
- https://quonline.quinnipiac.edu/id/guides/planning/learningobjective_bloom_verbwheel.pdf
- https://louisville.edu/delphi/resources/-/files/resources/pages/Blooms-Taxonomy-Handout.pdf
- Brindley, J. E., Blaschke, L. M., & Walti, C. (2009). Creating Effective Collaborative Learning Groups in an Online Environment. International Review of Research in Open and Distance Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.675
- Messersmith, A. S. (2015). Preparing Students for 21st Century Teamwork: Effective Collaboration in the Online Group Communication Course. Communication Teacher, 29(4), 219–226. https://doi.org/10.1080/17404622.2015.1046188
Please send questions and suggestions to Kevin Stoller