Although some research suggests that adult students (particularly online adult students) prefer to work individually, there is other research that demonstrates the positive impact that group work can have on student learning.  With that in mind, below are some ideas and tips for how to incorporate and/or enhance group work in the adult accelerated classroom (these ideas were adapted/paraphrased from the following website:  http://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/).

 

• Establish group goals – Define the goals for the group activity so that the group has a clear purpose and can stay on task. In addition to setting goals for the group, define what is expected regarding individual accountability. 

 

• Keep groups mid-sized – Some activities may call for pairs of students to work together. Some activities may require larger groups.  In general, groups that are assembled to engage in discussion, complete a project, and so on work best with about 4 students. 

 

• Establish flexible group norms – Group norms are the informal guidelines that provide some order and conformity to group activities. They are the rules that all group members are expected to follow. They can be formally written down or potentially unspoken.  It is important to establish a basic set of norms so that students know what is expected of them when participating in group activities.  It is important, though, to be flexible as the dynamics of a group/class evolve. 

 

• Build trust and promote open communication – Interpersonal communication is essential to successful collaboration. Creating an environment that promotes trust and open communication among group members is key.  Some ways to help establish trust include:
• leading by example (demonstrating trust in those around you),
• engaging in team-building activities,
• getting to know team members personally,
• avoiding blame when mistakes occur, and
• discouraging cliques.

 

• Create group roles – If a group task is particularly complex, it may helpful to assign (or have students select) different roles to group members. Roles might include leader, scribe, reporter, materials manager, fact-checker, etc.  Having a role for each member of the group can help to ensure that everyone participates in reaching the goal of the group activity.

 

• Use a pre-test and a post-test – Pre- and post-tests can be used to assess how well the group activity supported the learning process. The assessments could be formal or informal.  The key is to gather some data to use in reflecting on the degree of success of the group work. 

 

• Assess the learning process – The process of working in a group be can just as important as the product that the group is expected to create. Assessing the process (e.g., quality of discussion, individual engagement, adherence to group norms, etc.) may be beneficial to ensuring that the group meets its learning goals.

 

• Use different strategies – There are many different ways to have students collaborate in groups. Utilizing various strategies can help ensure that the diverse learning needs of students are attended to. Some examples of collaborative learning strategies include:
• Think-Pair-Share – A description of this strategy can be found at the following website: https://www.teachervision.com/group-work/think-pair-share-cooperative-learning-strategy.
• Jigsaw – A description of this strategy can be found at the following website: https://www.teachervision.com/group-work/jigsaw-groups-cooperative-learning.
• Gallery Walk – A description of this strategy can be found at the following website: http://www.theteachertoolkit.com/index.php/tool/gallery-walk.
• Fish Bowl – A description of this strategy can be found at the following website: https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl.
• Round Robin – A description of this strategy can be found at the following website: https://teaching-strategies.wikispaces.com/Round+Robin.

 

• Use real-world problems – Collaborative learning that utilizes open-ended questions can be very engaging. Design questions and tasks that are based on everyday problems, topics in the news, interests of the students, and so on.

 

• Create diverse groups – Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers.  Groups balanced equally by gender were also found to be the most effective.  Rotate groups so students have a chance to learn from others.

 

• Incorporate technology – Utilize technology when it is appropriate to enhance the learning experience of the students. Technology can be used to collaborate from a distance, to house information, to create innovative products, and so on. 

 

• Balance the use of collaborative learning – As with any learning strategy, overuse can have a negative impact on the potential learning gains. Use a collaborative learning strategy when it will have the most bang for its buck.  Be sure to balance the use of group work with sufficient time for individual work and whole class interactions. 

 

• Value diversity – Collaborative learning relies on some buy in.  Students need to respect and appreciate each others' viewpoints in order for it to work. For instance, class discussions can emphasize the need for different perspectives.  Create a classroom environment that encourages independent thinking.  Teach students the value of multiplicity in thought.

 

Every semester when I teach groups, I ask students if they enjoy working with groups.  Often the answer is, "No, because I'm always the only one that does the work!"  My response to them is always, "If all of you are the ones that always do all of the work, then where are these so-called slackers?"  The truth is, we are all "social loafers" sometimes.  

The term "Social Loafing" refers to individuals who don't pull their weight in a group.  This can happen for a variety of reasons.  Often we are quick to jump to judgment and assume these students are "lazy" and "unmotivated."  But, social loafing occurs for MANY reasons beyond laziness.  Some of these reasons are listed below:

Lack of confidence - often students may be unclear on the activity or feel like their contributions are not valuable, so they don't participate.  

Lack of cohesiveness - When group members don't feel connected with each other, they are less likely to work collaboratively.  The more they get to know each other, the more they will learn each other's strengths and can assign tasks based on those strengths. 

Dominant Leadership - A lot of us like things done our own way.  When you have overly-dominant leadership in a group, often others do not feel like they can participate. 

Neurodivergent/Introversion - Quieter students, neurodivergent, or even non-native English speaking students may not always speak up right away and may be perceived and labeled as a social loafer even when they aren't.  Taking time to consider individual differences and making sure everyone has an opportunity to contribute goes a long way with the success of a group.