What’s with all this group work? During my time at school, group work was not a major feature. In today's educational landscape however, group work is increasingly recognized as a valuable tool for promoting deeper learning, critical thinking and developing essential social skills. However, despite its numerous benefits many students still lament working in groups. The loathing for working in groups and deep reservations about collaborative work persist.
It is now an unavoidable aspect of teaching and learning in the Caribbean as The Caribbean Examinations Council (CXC), the Examinations body for the Caribbean region, has instituted their School Based Assessment component in English and Mathematics (previously areas that were assessed using summative/ final exam).
Having been assessing the SBA since its inception in the English subject area, I have continually heard groans of trepidation from students when they learn that they have to do group work. For many students this means participating in a minimum of 5 groups (basic CXC certificate) for their exams. Others 8 or more groups if they are to gain a full certificate
As teachers we have little to no choice in the matter. So, we might want to think about what we’ve been doing. Often, we simply assign "group work" tasks that can be easily divided and completed independently. True collaboration that requires shared responsibility, interdependence, and intensive teamwork is less common.
Is it any wonder that our students resist?
So how do Educators deal with this student resistance to collaborative group work?
The first is to find out why they hate doing collaborative group work. A simple conversation will tell you that they have had previous bad experiences with group work, running back years. A little more conversation will reveal that many students have a preference for individual work or that they struggle with communication and conflict resolution skills, making them hesitant to engage in group discussions or problem-solving activities. For others it may be a time management issue. A major issue for students is their fear of the unequal workload or perceived free-riding by some group members which can lead to resistance, as students worry about being unfairly burdened with extra responsibilities. These are all legitimate concerns that manifest in frustration toward group work.
Educators can address student concerns by clearly communicating the purpose and expected outcomes of collaboration. Students need to grasp why teamwork abilities are essential for their futures. By setting clear expectations that clearly outline the roles and responsibilities of each group member, teachers can set ground rules for communication, participation, and decision-making within the group.
If you’re the type to run your classroom in an autocratic manner (a hold over from the colonial days for many education systems in the Caribbean), this requires shifting our mindset as educators to a more facilitator/ discussion -type classroom.
We also need to consider that many students simply do not know how to work in groups.
In their experience, many have simply been asked to form groups or worse yet, been put into groups without any input. Promoting buy-in and accountability by allowing some choice in groups and closely monitoring student contributions can be a major game changer in addressing student resistance to collaborative work.
What is needed is active, conscious and effective teaching of collaborative work. Here’s how to do it:
Copyright © Lana. S. 2024
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