April 2005
End Note: Nine keys to developing effective student groups
In their well-regarded work Team-Based Learning: A Transformative Use of Small Groups in College Teaching, Larry Michaelsen, Arletta Bauman Knight and L. Dee Fink provide a multitude of suggestions for implementing student teamwork, ranging from designing team assignments to calculating evaluation scores to using teams in a variety of instructional settings (e.g., large classes, traditional contexts, interdisciplinary courses, and courses with online interaction).
Below are nine research-supported keys that the authors identify for developing effective student groups.
How large and how diverse should the groups be?
1. At least five; preferably six or seven members.
2. As diverse as the class membership allows.
How should the groups be formed?
3. By the instructor and in a manner that assures:
• Equal diversity and skills across groups
• Perceived fairness of the member allocation process
How long should group membership remain stable?
4. Permanently (within the limits of normal school terms)
What kinds of group tasks/assignments are most effective?
5. Assignments based on joint (not independent) tasks to:
• Ensure content-related give-and-take discussions
• Provide a basis for peer teaching/learning
• Promote group development
6. Too difficult for individuals, but challenging for groups
7. Based on issues of inherent interest to students
What kind of performance/reward system should be used?
8. Must include measures of and rewards for:
• Individual member contributions to their group
• Group performance
How important is timely performance feedback?
9. Essential for the development of:
• High member motivation
• Effective group functioning
Michaelsen, L. K., A. B. Knight, and L. D. Fink. (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus.
