Ruth Federman Stein and Sandra Hurd outline several justifications for the use of student teams and group work in Using Student Teams in the Classroom (2000).  Besides increasing learning and preparing students for the environment of teamwork in industry and other organizations, teamwork and peer discussions help students more easily construct a knowledge structure that is scaffolded upon their previous experiences (Fosnot, 1996).  Group discussions also help students use and become familiar with the language of a profession or discipline. Evaluations of student understandings are usually structured to assess their ability to comprehend questions and provide convincing responses. These skills are more likely to develop if students are allowed to discuss these topics themselves, as opposed to only receiving passive exposure to this new language.  Teamwork is also more useful than lectures when teaching practical knowledge or material that is evaluated based on social context.  Finally, Stein and Hurd argue that group work helps students absorb the behaviors and way of thinking needed for success in the classroom.

Dan Spencer, of the KU School of Business, also provides some recommendations regarding the use of groups:

• Create groups (5-7 people each) that are diverse in terms of gender, style of learning, interpersonal abilities, class grades, nationality, outside work experience, and the type of degree they are pursuing. Also, combine people in groups who do not have previous knowledge of each other, and who have complementary schedules for meeting outside of class.

• Select group work that requires team members to collaborate and that allows as much time for group interaction as possible in order to encourage valuable interactions.

• Allow the groups to determine individuals’ roles and the goals of their teamwork. Have the roles of the individuals in the group rotate throughout the project.

• Establish classroom behaviors that encourage group interactions, such as the sharing of information between teams and student cooperation during the learning process.

• Include evaluations that measure teamwork, such as tardiness, preparation for classes, and grades on group work.

• Before assigning complex projects, engage the class in icebreaker and bonding exercises, as well as assigning projects that increase in complexity.

A suggestion for initiating group work in the classroom that does not involve an extended group project is the creation of Listening Teams.  First, divide the class into four teams, then give the team members different role assignments: Questioners – This group will ask at least two questions about the material covered.  Agreers – This group will tell which points they agreed with, or found helpful, and explain why.  Nay-sayers – This group will comment on what points they disagreed with, or did not find helpful, and explain why. Example givers – This group will give specific examples or applications of the material.  Present your material.  After you are done, give the teams a few minutes to complete their assignments.

One reason that listening teams are successful is because they create an environment in which each student feels as though their contribution to the group and their individual contributions are important and rewarded.  Structuring group work with this in mind will increase the quality of student participation and the effectiveness of the group exercise.

Resources:
Spencer, D.  (2004).  “Using Groups.”  Handout.
Stein, R.F. & Hurd, S.  (2000).  Using student teams in the classroom: A faculty guide.  Bolton: MA: Anker.