April 2005

Lead article: Why consider using student teams?

In Using Student Teams in the Classroom, Ruth Federman Stein and Sandra Hurd (2000) suggest ways to supplement conventional justifications for teams (e.g., team activities increase learning, teamwork is widespread in industry and other organizations) by providing four rationales.

1. Constructivist rationale (Fosnot 1996). Some theories portray learning as a process of construction. To understand concepts, students must build them into the structure of their prior experiences. Stein and Hurd note that it is difficult to create such a structure by oneself, especially in an unfamiliar area. “Discussion in small groups of peers makes this undertaking much easier.”

2. Linguistic perspective on learning (Bazerman 1998, 1991; White 1995). This view is based on the premise that when students encounter a discipline or profession, they are being exposed to a specialized language. “Their grasp of a topic is usually evaluated on the basis of their ability to understand questions about it and to write cogent answers. Students are much more likely to develop this linguistic proficiency if they have both informal and formal opportunities to speak, rather than being restricted to listening and reading.”

3. Tacit dimensions of knowledge (Schon 1987, 1983). Many forms of learning can not be reduced to statements in a book or lecture. “Practical skills, intuitive judgement, and social context cannot generally be taught by exposition. Some sort of collaborative activity is required,” (e.g., a team exercise in a marketing course).

4. Habits and attitudes for academic achievements (Bruffe 1999). Higher education can be thought of as a form of acculturation and success as a student as a cultural acquisition. “Academic competence is not just mastering course content: It also involves the formation of attitudes about schoolwork and the acquisition of habits of regular class attendance, consistent and thorough preparation, and disciplined management of time. Interaction with peers in a classroom can help students learn habits and attitudes needed for academic success more easily.”

Like many teaching approaches, using teams well is not intuitive for most of us. Taking a little time to learn how to use groups can ensure better learning for students and more satisfaction for us.              

—JE

Reference:
Stein, R. F., and S. Hurd. (2000). Using student teams in the classroom: A faculty guide. Bolton, MA: Anker.