Page 12 - Formal learning groups-Self Paced Guide

PHASE 2- IMPLEMENTATION, MONITORING & EVALUATION

 Step 5- Announce group membership by at least your second class session

Setting formal learning groups at the beginning of the semester is dependent on the

complexity of the learning tasks groups will undertake. You have the scope to announce
group membership at any given time deemed appropriate. However, announcing group

membership at the beginning of the semester is encouraged. This will give students time to

get to know group members, assign group tasks/roles, clarify concerns, and adequately
prepare for and complete learning tasks.

 Step 6- Hold a mini-workshop to introduce
A study conducted by Le Janssen
students to working collaboratively in their and Wubbles (2017), revealed that
formal learning groups students did not know how to
effectively collaborate in groups.
 Create training activities to guide students on Teachers paid little attention to
how to work collaboratively. instructing students in collaborative
 Be creative by providing resources students skills and only intervened, on some
can use to guide their group interactions occasions, to settle group disputes.
This resulted in negative group
 Give students examples of roles members
process interdependence.
can play. E.g. Scribe, Team leader etc.
 Address topics such as understanding group
process, conflict resolution, support and
group decision-making techniques.
 Allow students to share their ideas and concerns.

 Step 7- Develop and implement a strategy to monitor your learning groups

After you have created your learning groups, you must be ready to offer support through
monitoring, from the beginning to the end of the learning task.

 Develop a monitoring plan. The main purpose of this plan is to assess how well

groups are functioning.

 Understand your role in the process. Your role is to serve as a facilitator and offer
support in resolving serious issues groups may experience.

 Provide support through explaining objectives of learning tasks, assignment

structure and assessment criteria.

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