In teaching, as a teacher gives autonomy over to the students it often requires an increase in the preparation of the teacher. This is due to the unpredictable nature of entrusting students with the freedom to complete a task on their own.
For teachers who use groupwork, they need to make sure that they have carefully planned what they want the groups to attempt to achieve. Failure to do so could lead to listless groups that never achieve the learning objectives of the lesson.
In this post, we will look at steps to take when planning groupwork for the language learning classroom.
Establish the Technique
Before groupwork begins some direct instruction is almost always necessary, which means explain to the class what they will do. There are many different techniques consistent with groupwork. These include role plays, brainstorming, interviews, jigsaw, problem-solving etc.
The role of the teacher at this point is simply to provide a sense of purpose for the class. This allows the students to focus on understanding why they are doing something. This also helps the students to see why they are working in groups. This is particularly useful for those who do not enjoy groupwork.
Demonstrate the Technique
Actions always speak louder than words, what this means for groupwork is that the students need to see how the technique is done. This is particularly trying if it is a complex task and or the students have never done it before.
Naturally, it may be impossible to model a group technique alone. This necessitates the need to use student volunteers as you demonstrate the technique. Most students will claim shyness but they usually enjoy participating in such activities.
While going through the technique the teacher needs to narrate what is happening so the students can follow along. After completing the technique, the teacher than examples verbally what to do. This allows the students to receive additional direction through a different medium, which helps in retention of the information.
There are a variety of ways to divide and place students in groups. Groups can be base don proficiency, experience, age, gender, native language, randomly, etc. The decision for the creation of groups is left to the teacher but should be consistent with the goals of the assignment.
After groups are formed it is almost always necessary to go to each group and check for understanding of the instructions. A strange phenomenon in a classroom is how understanding decrease as you move from whole-class instruction, to group, to individual. When students are in groups they are often much more comfortable in sharing misgivings than when in a whole-class setting. As such, a teacher has to re-teach every group as there is always some form of misunderstanding. Once this is done, the students are thoroughly prepared to start the task.
Groupwork can be frustrating and this can normally be due to a lack of planning. It is not enough to just throw students together and have “fun”. A teacher must plan carefully for groupwork in order to prepare for the unexpected