PURPOSE
To help students become better versed in group dynamics by supporting them in exploring different roles during a collaborative task. |
DESCRIPTION
Students take on specific roles and tasks during a teamwork activity to learn how to operate efficiently in a collaborative setting. |
UNDERLYING EDUCATIONAL THEORIES
active learning, team-based learning, collaborative problem solving |
PEDAGOGICAL BENEFITS
- Leveling the playing field: students can explore teamwork roles without having to take on the responsibility of identifying and self-assigning roles, which brings equity to soft-spoken students who may not take initiative to self-advocate among peers.
- Students learn to recognize and become familiar with group dynamics, which may support their own development of strategies for navigating teamwork.
- Assigning roles can move students outside of their comfort zone, prompting growth as they adapt to a new setting.
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STRATEGIES FOR IMPLEMENTATION
(adapted from Cross Academy*)
- Clarify teaching purpose and learning goals.
- Identify the task’s underlying problem.
- Set parameters (e.g., roles for students, duration, deliverables).
- Develop a plan for learning assessment.
- Assign teams and prompt students to enter the activity.
- Provide time and prompting for group-level reflection at the close of the activity. Check for students’ shared understanding.
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REFERENCES AND FURTHER READING
Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Analytic Teams, in Collaborative learning techniques: A handbook for college faculty, 249-254, John Wiley & Sons.
*K. Patricia Cross Academy. (2018). Instructor’s Guide: Analytic Teams. Barkley and Major. |