Page 10 - Formal learning groups-Self Paced Guide
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Developing & Implementing Formal Learning Groups
The development of formal learning groups should be
The onus is on the lecturer to
steered by a methodology that is appropriate for the intentionally create formal learning
learning task. Below is a two-phase, seven-step model to groups that are heterogeneous and
appropriate for the learning task.
assist you in developing your formal learning groups.
PHASE 1- PREPARATION & DEVELOPMENT
Step 1- Prepare the projects/assignments or other work that will be done in your
formal learning groups
Preparation is paramount when planning work for formal learning groups. Align the learning
tasks to your course objectives, student learning outcomes and the assessment strategies
you will be using. As you develop the learning task, it is recommended that the following be
considered:
Learning tasks:
Should be designed to enable all students to contribute effectively.
Should focus on the achievement of a specific outcome.
Should be designed to maximize individual participation.
Must be equitable, fair and transparent in terms of degree of complexity or
difficulty, duration and student workload.
(Centre for Academic Development, Victoria University of Wellington, 2013)
Step 2- Decide on the format for assessing and evaluating work in your groups
Assessing group work is usually a problematic area for many instructors. Chapter three of
this guide will explore this issue and will provide some tips and tools that can be used when
assessing and evaluating group work. However, at this step, the lecturer must have a clear
understanding of how assessment of group work will be done. Will your assessment look at
student achievement of course content? Will you base your assessment on student
participation in the formal learning group process? Or, will you utilize a hybrid approach?
After working through what you will assess, develop an appropriate rubric or assessment
guidelines to accompany the learning tasks.
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