5 Tips #​2 Instructions and Roles within the Groups

In the previous blog in this category I wrote about

• Working in groups, getting started

In this blog I write about the necessary instructions and roles that make groups work collaboratively

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Instructions

Once you have experimented with rapidly splitting the class into groups for short activities under your direct control, the next steps are to run parts of the lesson with slightly more structure and a higher level of independence from the teacher.

In a modern classroom, students need clear instructions about who is to do what, the timeframe, and the expected results.

Example
Suppose you are going to teach a topic and want: 

• To know what the students can recall from their previous school, classes, teacher etc so you know what to teach
• The students to realise what they already know, and do not know, so they are ready to learn new things

You can use this 10-minute group activity for the end of a lesson so that you can prepare the next lesson. You will give the same question to all 4-6 groups and will receive different answers from them.

Instructions
“What do you already know about (this topic)?”

1. You have 6 minutes to write down words and concepts you associate with (this topic)
2. Make sure everyone gets to speak
3. Speak one at the time
4. Give time for group members to write / draw
5. One person will present for the group to the class

Roles

Students who are new to working in groups will not know what to do. The requirements or “Rules of the Game” are different to that of sitting in the traditional classroom and being taught a lesson by a teacher at the front of the room.

​Each student will need to know what their role is and what it includes.

Roles can be:

• Group leader, makes sure only one person is speaking at the time
• Notetaker, takes notes on what was said (not who)
• Timekeeper, keeps track of time “We have 2 minutes left”
• Includer, makes sure everyone gets to contribute if they want to
• Artist, makes a visual representation of the connections between what has been said
• Presenter, presents the group’s answers to the whole class

Anticipate struggles, resistance and failures. Use them as learning for life as an adult when you debrief the activity. 

This is always a good idea whether they ‘failed’ or ‘succeeded’.

Examples

• “So, you went over time. What can you learn from that?”
• “I see that you didn’t keep to the roles. What are your thoughts about that?”
• “There were no results from this group. What would you do differently next time?”

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In the next blogs in this category I will write about

• Collaboration instead of competition
• Study materials and support
• Range of assessment