This is a great learning experience for me. The group assignment is a good practice and it gives me some points why and how to make an informal and formal group assignment.
Organizing student learning group is a powerful strategy to promote collaboration, critical thinking, and peer learning in the classroom.
Assigning groups can be tricky- there are many factors to consider such as experience levels and personality traits. Assigning groups by "counting off" or choosing a number is a fair way to let students know you aren't assigning favorites together. Try to never re-arrange groups mid project. This disrupts the group dynamics.
It is important to balance student diversity in group projects so that their strengths can be utilized.
This module emphasized the importance of structured, well-managed learning groups in enhancing student engagement and accountability. I will implement both formal and informal groups, ensuring tasks are relevant, expectations are clear, and each student’s contribution is meaningful. By fostering collaboration and peer-supported learning, I aim to create a classroom environment where students build confidence, communication skills, and deeper understanding together.
Well it is important that groups work well together, it isn't always an option in the work enviornment, so they must learn to work with everyone.
student diversity balance should be considered when students are selected for learning groups. experiences and backgrounds should also be considered
I appreciated the group ice breaker idea for use on day one of the course, so that groups can begin to get to know and be comfortable working together, and then using groups in class time to present topics as well. I'll be doing both of these in my next class.
Student groups can be tricky. In theory, assigning random groups should result in a mix of strengths and weaknesses that will balance out. Like a good basketball or baseball team, students will gravitate toward different roles that either play to their expertise or they'll attempt to fill some aspect that's lacking. Careful monitoring is necessary to determine when a certain mix doesn't have the necessary chemistry. They may need some help in finding their niches or be prompted with some guiding questions or first steps.
From this module, I’ve learned that how student groups are formed can greatly impact collaboration, engagement, and learning outcomes. Strategic group organization—considering factors like skill levels, learning styles, and personalities—can help create a more balanced and effective team environment.
Groups are great for collaborative learning
Workgroups allow the instructor to observe the students tackling a learning objective or scenario. I find it interesting that self evaluation was encouraged and possibly combined with instructor grading.
Groups are good for collaboration of ideas
I like workgroups. It makes the students work as a team, just like in the workplace. Student assessments of each other are a good way to get a perspective on grading too.
By monitoring students, this can help to let students know that I am there to help and support them if they are struggling with an assignment. Also, it will help me as an instructor to see who is staying on task or not but floating around the room.
I learned that keeping group sizes to 6-8 people is advisable. I am most interested in the self evaluation of group assignments since that would really empower the group to go for exactly the result they want.
I have some experience with assigning student groups, but this module expanded my knowledge. I learned that optimal size is 6-8 members. A good rule of thumb is to not base more than 30% of their grade on group work.
Student monitoring helps the instructor to maintain a strong connection with every student.
Group assignment is a good practice for your class management. moving around the classroom, monitoring the groups, making observations helps you identify any areas of concern.
Learning experience:
Care needs taken when assigning weight of projects. One time I weighted the project 10% and a student passed the course that did not pass any unit exams. After that, I weighted it 5%.
Prior to student presentations I had each member of each student submit a rubric I created with a 1-5 scale to rate each student's participation including their own. Most often each person in the group received the same grade. If I saw a pattern of low participation by a certain student, a couple points would be subtracted.
