Can Groups Learn?

Abstract

This is a study of assessment of the work of creative problem-solving groups in sixth-grade social studies. We test the proposition that providing students with specific guidelines as to what makes an exemplary group product (evaluation criteria) will improve the character of the discussion as well as the quality of the group product. To assess the group's potential for successful instruction, we examine the character of the group conversation as well as the quality of the group product. We present a statistical model of the process of instruction that connects the use of evaluation criteria, group discussion, creation of the group product, and average performance on the final written assessment.

Problem-based learning (PBL) in music teacher education

“…One of the main aspects of PBL is group-work because it is based on the collective dynamic of common problem-solving process. Group-work is understood as “students working together in a group small enough so that everyone can participate on a clearly assigned learning task” (Cohen & Lotan, 2014, p. 1). There are three basic characteristics of group-work: (i) delegation of authority, making students responsible for specific parts of their work, under teacher’s guidance and evaluation of group dynamics and fulfillment of tasks; (ii) members need one another at some degree to complete the task; and (iii) the nature of the task , which denotes a need for structuring and planning the proposed activity (Cohen & Lotan, 2014, pp.…”

“….] many important tasks are accomplished in small groups of people who are not personal friends, such as research teams, firefighting personnel, nursing teams, committees, and construction crews (Cohen & Lotan, 2014, pp. 42–43)…”

“…Regarding the functioning of the groups and learning strategies developed, there was an evolution in the dynamics of the teams, according to the sequence exposed: Forming—Problem 1; Storming and Norming/ Internalization of rules—Problem 2; Performance—Problems 3, 4, and 5 (Cohen & Lotan, 2017; Tuckman, 1965).…”

“…Resistances are overcome in the stage of norming, where group feeling and cohesion develop, new patterns evolve and participants become more sensitive to each other (Tuckman, 1965, p. 396). Similarly, Cohen and Lotan (2014, pp. 39-41) state that, throughout group work, there is a process of internalization of norms.…”

Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration

“…Our focus on the characteristics of classroom‐based academic collaboration networks allows us to assess ELs’ inclusion in collaborative classroom activities and peer “academic talk”. This is particularly relevant to considering how equitable classroom learning environments are for EL youth, given broad consensus that peer collaboration and academic talk promote cognitive and academic development (Resnick et al., 2015), including for ELs in linguistically diverse classrooms (Cohen et al., 2002; Lotan, 2008). Importantly, peer collaboration provides opportunities to actively participate in the classroom discourse through which both language and academic content learning occur (Haneda & Wells, 2008).…”