Group Activities

Think-Pair-Share

In this technique, students are given time to think about posed questions or scenarios before sharing ideas with a peer and the whole class. This activity increases student participation and the quality of student contributions to classroom discussions.

1. Before class, develop question(s) or scenario(s)
2. Pose the Prompt to the entire class
3. Students are instructed to think or write about an answer to the prompt(s)
4. Create groups and ask them to discuss their answers
   • Asynchronous (Online): Assign groups to break out rooms in Zoom with a time limit (ie. 10 mins), so students will have time to share their thoughts with group members.
   • Synchronous class: Preassign peers who can work together frequently over an extended period. Consider forming groups (6 or 12, depending on the class size) that are further organized into pairs early in the semester.
5. Groups come together to share their responses with the class. If in Folio, use a large class discussion.

Variations/Extension: Students can write the responses down before pairing; this is Write-Pair-Share. Students can compare their “paired” answers with another pair instead of the whole class; this is Think-Pair-Square.

Adapted from Vanderbilt University

Jigsaw

This technique helps motivate students to accept responsibility for their own learning. It also helps students develop teaching skills and allows for teaching multiple topics simultaneously during the same class session.

1. Assign different concepts or topics for which you desire students to become “experts.”
2. Either by assignment or by choice, have the students form groups they would like to be responsible for developing expertise.
3. Students will work in these “expert” groups to master their subject matter and develop materials (graphs, illustrations, etc).
4. The class is then rearranged, forming new groups of four to six(4 -6), and each group will have one member from each “expert group.”
5. The new (jigsaw) group’s expert members will take turns teaching each other the material.
6. Have the class reflect on the group discussion in a closure activity.
   
   Adapted from Vanderbilt University

Fish Bowl

This activity serves two purposes: to provide structure for in-depth discussion and opportunities for the students to observe group dynamics and processes in a discussion setting. The fishbowl strategy is good for organizing medium to large group discussions. In Fishbowl, there will be two circles, an inner circle and an outer circle. Students in the inner circle are challenged to engage in an in-depth discussion, while the students in the outer circle observe and listen to the discussion and critique the content, logic, and group interactions.

Fishbowl can also be a useful discussion-structuring technique for online classes, creating “virtual” inner and outer circles using online discussion boards.

1. Choose a topic or text. Develop open-ended questions to start the discussion. If using text, students may read the text before or may be used to introduce the text.
2. Ask a small group of students (4-5) volunteers to be inside the fishbowl (inner circle) and ask the remaining students to form a larger circle around them (outer circle). Instruct the outer circle to remain quiet, observe and listen to the discussion, and critique the content, logic, and group interactions.
3. Give the students the prompt question(s) or tasks for discussion and have them begin. The instructor does not participate in the discussion but poses questions to prompt deeper conversations and ensure everyone in the inner circle has time to talk.
4. Debrief with a follow-up discussion, which will address the content issues that arose and the group processes.

Adapted from Pocket Guide for Evidence-Based Instruction.educationalblueprints.com

Groups

Working in Virtual Groups – Participating in Group Work or Projects Online

Whether you are in school or on the job, you will find yourself participating in group projects online (or teamwork). Working in groups provides a great opportunity to collaborate with other seasoned professionals and explore different viewpoints, strategies and solutions.

Because group projects for online classes & courses can sometimes be challenging, especially for the online learner, Drexel University has created an infographic detailing some best practices for effective online group work and collaboration.

Groups Tool in Folio

Explore the Groups tool in Folio

Tips for Online Students to Work Successfully in Virtual Groups

Working in Groups remotely can be difficult, especially for the online learner. Below are some tips to share with your students that can help them work in groups successfully.

1. When possible, choose group members with similar schedules. Online students reside in different time zones and can have opposing work schedules.
2. Be proactive and begin setting the groundwork early. As online learners, your time is extremely precious.
3. Align group roles and responsibilities with individual strengths and interests. 
4. Identify what project activities must be accomplished, in what order and by when.
5. Choose a group leader who is comfortable taking on that role.
6. 6. Communication is key; establish clear guidelines around when, where and how your group will communicate with each other.
7. Create a comfortable forum to communicate through, even if it’s not the online classroom setting.
8. Schedule extra conference calls closer to project deadlines to address any last minute hiccups and tasks.
9. Always be honest, but respectful, in a group. If either the project or a fellow group member is heading down a path you don’t agree with, speak up.
10. Ask your professor to implement mandatory peer evaluations. This strategy encourages equal participation by ensuring individual accountability.
11. Lastly, don’t be afraid to talk to your professor. Provide regular group updates, which can then be used to track progress and mediate concerns.