| A new teacher starting group work for the first | | | | more into the topic. When groups choose the |
| time, might run into the main problems of discipline | | | | topic on their own, they open up more |
| and a noisy lesson. After all, it isn't just your | | | | opportunities for learning because they know they |
| typical frontal lesson. So, if you're still not | | | | will benefit from finding out more about the topic. |
| convinced about the benefits of group work, | | | | Students don't know how to Work in Groups - |
| consider first the following: | | | | Teach them |
| The Task and the Skills | | | | Start with small steps beginning with classroom |
| Make sure the task is open enough for group | | | | tasks that warm the atmosphere up for |
| work activity. In Language Arts for example, | | | | cooperative learning. This could take the form of |
| group work involves any combination of the four | | | | an information gap activity where one students |
| skills. Make sure that behind the task, students | | | | has questions about a given topic the teacher just |
| should be used at least one new skill you have | | | | taught and the other students has the answers. |
| taught them. Recently for example, my students | | | | (Alternatively, the students can design their own |
| had to analyze rap songs and decide on the main | | | | questions and answers). Students need a reason |
| issues of the song. They had to read the songs, | | | | to learn and this legitimizes this need. |
| and write in English what their ideas were. This | | | | Start with small scale group tasks |
| involved listening to others as well as sharing | | | | When you feel that your class is really to |
| information, an important implication for education. | | | | experiment with group work, illustrate the task in |
| The challenge of group work is making sure it fits | | | | slow step-by-step fashion. Don't continue until you |
| the activity you planned. Sometimes the group is | | | | have everybody's attention. Make sure students |
| too noisy and most of the efforts fall on one | | | | know you're the boss and they should listen to |
| group member. It is probably wise to either | | | | the procedure otherwise your classroom |
| change the activity or reexamine your seating | | | | management will get out of hand. They will have |
| plan. You might need to shuffle some students | | | | plenty of opportunity to talk once they start the |
| around in order to neutralize some of the class | | | | group work. Give them a set time for the |
| dynamics. | | | | assigned stage of work in class. |
| The Importance of Motivation | | | | Tell them how many lessons they will have for |
| Once students get into the task, the implication | | | | the assigned group task. Give them a deadline and |
| for motivation is particularly great especially in High | | | | tell them what should be finished at home and |
| School. They have an opportunity to bounce off | | | | what should be finished in class. |
| ideas with their peers, and as they do, they get | | | | |