Is this for you?

Whether or not to use “groups” in your modules, depend on considering a few questions. The first question has to do with whether peer collaboration/cooperation/teamwork is an integral part of the outcomes of the module you teach.

• If the answer is “yes”, you may want to continue reading.
• If your answer is “no, not really”, you may want to reason that it is part of UP’s graduate attributes and that, for that reason, you would like to pursue the use of groups or collaboration in your modules.
  In both the above cases this document is meant for you. It will guide you to carefully consider all the important implications before embarking on teaching and assessing with groups.
• Suppose the answer is “no”, i.e. that you do not have any intention of incorporating collaborative learning as part of your teaching approach and that you only want to use groups for assessment in order to decrease the marking load. In that case, you are discouraged from using groups in totality, even as an assessment strategy.

The second question has to do with the maturity of your students. At what year level are you teaching? A first-year module may not be the ideal starting point for introducing complex high stakes collaborative peer projects. The first year, however, is an opportune time to introduce students to collaborative learning by providing some informal group tasks and introducing them to the principles of cooperative learning. Nevertheless, due to the large numbers of first-year modules, this is often the exact year level at which lecturers are tempted to include group assessments especially. Should you decide to include collaborative peer learning in your first-year module, it will be of even greater importance to ensure that students are thoroughly prepared to communicate and function in groups before any form of grading is incorporated. It is suggested that collaborative skills be scaffolded from first year onwards. Smith and Smarkusky (2005) provide a matrix for the assessment of collaborative learning skills - maturing from first to later years. This competency matrix provides a nuanced approach to the peer assessment of individuals in team projects. It provides scaffolding and guidance for students in their journey of learning to collaborate in teams. For easy access, click HERE.

You may also use the following guidelines to help choose whether to plan a cooperative group activity:

• Are negotiation, debating, collaborative problem solving, or teamwork skills being taught, practised, or assessed?
• Will students be able to learn the material more effectively with peer support than without it?
• Do students need a break from independent work and lecturer-directed activities?

A general rule of thumb would be not to plan cooperative activities unless the planned lecture meets at least two of these guidelines.