Small Group Work

illustration-of-small-group-of-students-working.

Small group work can be an important pedagogical approach to learning and lays the groundwork for practical skills learners can use in school and work settings. Small group learning is associated with constructivist learning theory which advances the idea that people actively build knowledge by connecting new information to previously learned information, and that cognition is positively impacted by peer interaction and communication as well as team cooperation and problem-solving. There is a substantial body of research that provides evidence of higher academic achievement for students who learn through peer teaching and social interaction in learning environments (Johnson et al., 2006).

Ideas for Small Group Work

 

Think-Pair-Share

This small group strategy has three parts:

  • First, learners think individually about a particular question or scenario.
  • Next, they pair up to discuss and compare their ideas.
  • Finally, they are given the chance to share their ideas in a larger class discussion.

All learners have to attempt an initial response to a question, then clarify and expand as they collaborate. This method gives learners a chance to validate ideas in a small group before sharing them with the larger group.

If using technology: Zoom and breakout rooms; Google Docs or Microsoft Word on OneDrive; Discussion boards; Explain Everything (Whiteboard); PowerPoint videos that allow for multiple authors as the file is passed between learners.

Idea Building

First, have learners form groups of four or five.

  • Give learners a topic, and allow them a few minutes to organize their thoughts.
  • When the discussion begins, each learner has up to (X) minutes of uninterrupted time to speak. 
  • After everyone has spoken once, open the floor in the group for general discussion. Learners should only build on what someone else has said, not their own input.

If using technology: Zoom and breakout rooms; Padlet; Google Docs or Microsoft Word on OneDrive; Discussion boards with Studio video for initial individual thoughts; Flipgrid topics for each group; Explain Everything (Whiteboard).

Snowball

This approach involves progressive addition of input: learners first work alone, then in pairs, then in fours, and so on. In most cases, after working in fours, learners come together for a session in which their conclusions or solutions are pooled.

  • Provide a sequence of increasingly complex tasks so that learners do not become bored with repeated discussion at multiple stages.
  • Back in the large class group, one representative from each group reports the group's conclusions.

If using technology: Zoom and breakout rooms; Google Docs or Microsoft Word on OneDrive; Discussion boards; Studio video for individual and group thoughts; Flipgrid; Shared PowerPoint video or PowerPoint.

Jigsaw Groups

Learners become experts on one aspect of a topic, then share their expertise with others.

  • Divide a topic into smaller parts.
  • Form smaller groups and assign each a different part of the topic or allow sign up for parts of the topic
  • Each group develops expertise on its particular topic by brainstorming, developing ideas, and researching.
  • Learners then take turns sharing their expertise with the other group members, creating a complete picture of the main topic.

If using technology: Zoom and breakout rooms; Padlet; Google Docs or Microsoft Word on OneDrive; Discussion boards; Shared PowerPoint.

Long-Term Learning Teams

Creating teams that work together for the duration of the semester helps with group cohesion but is also challenging when there are tensions among team members that are difficult to resolve. When considering this type of team set-up (e.g for Team-Based Learning approaches), it is important to determine some characteristics by which to assign learners to a team. Depending on the content of your course and the purpose of your small group, you may want teams to have a certain prior experience with the topic of your course, a certain skill, communication or working style. Whatever the criteria are, you can utilize a survey or other available data to ensure an approximately equal distribution of that criteria across all teams. 

Having long-term teams develop their own team rules/contracts is particularly important since they will be working together for an extended period of time. Additionally, it is crucial to allow structured time for team members to reflect and revise their team rules/contracts mid-semester and to debrief with each other about their team dynamic, what is working well and what can be improved for the remaining time together. Peer evaluations and self-reflections are important components of long-term teams. 

If using technology: Zoom and breakout rooms; Padlet; Google Docs or Microsoft Word on OneDrive; Discussion boards; Studio video; Flipgrid; Explain Everything; VoiceThread; PowerPoint video and PowerPoint; Google Forms.

Problem-Based Groups

The defining characteristic of problem-based learning is that material is introduced using problems to explore and solve instead of learners assembling knowledge in papers. Groups can be made up of three to five learners.

  • The instructor proposes a list of problems of varying complexity and scale.
  • Learners work in small, cooperative groups to choose and then carry out problem-solving activities with limited help from the instructor.
  • Problems can be broken into parts where learners build solutions over sequential weeks or sessions.

Problem-solving groups then may present or share work, followed by an entire class discussion where the instructor can guide the discussion, as well as make connections between the problems and the larger context of the class.

If using technology: Zoom and breakout rooms; Padlet; Google Docs or Microsoft Word on OneDrive; Discussion boards; Studio video; PowerPoint video with multiple contributions; Explain Everything whiteboard.

Speed Interviewing

The goal of this group activity is for the learners to gather as many opinions as possible about an issue.

  • First, divide the class into pairs and distribute a series of questions for them to discuss.
  • Have the learners switch partners and ask the same questions to their new partners.
  • Switch groups as many times as appropriate and then have the entire class report back and discuss the results.

If using technology: Zoom and breakout rooms; Google Docs or Microsoft Word on OneDrive; Discussion boards; Flipgrid.

Buzz Groups

These groups involve learners engaging in short, informal discussions, often in response to a particular lecture section or question. At a transitional moment in a class lecture, have learners turn to their neighbors to discuss any difficulties in understanding, answer a prepared question, define or give examples of key concepts, or speculate on what will happen next in the class. Sample questions include, "What's the most confusing or even contentious statement you've heard so far in the lecture today"? Reconvene the class and have a general discussion in which learners share ideas or questions that arose within their subgroups.

If using technology: Zoom and breakout rooms, Poll Everywhere; Explain Everything; Google Docs.

 The Center for Faculty Development and Excellence at Emory (CFDE) has produced a helpful Group Work & Activities Guide on group work.

 

References

Johnson, DW, Johnson, RT, and Smith, KA (2006). Active learning: Cooperation in the university classroom (3rd edition). Edina, MN: Interaction.

University of Waterloo, Canada, Center for Teaching Excellence, Group Work in the Classroom: Types of Small Groups

Chicago Center for Teaching, University of Chicago, Suggestions for Using Small Groups in the Classroom  Nicole Tuttle, Department of Chemistry and Teaching Consultant

Singhai, A., Perez, L.E., Stevik, K., Monness, E., & Svenkerud, P.J. (2020). Liberating Structures as Pedagogical Innovation for Inclusive Learning: A Pilot Study in a Norwegian University. Journal of Creative Communications,15(1).