ABSTRACT
Including sections on creative thinking, problems in groups, feedback mechanisms, dealing with conflict, and gender issues within groups, this volume is designed to aid educators and trainers to create more effective group learning situations.
TABLE OF CONTENTS
part |25 pages
Learning with others
chapter |3 pages
Learning about learning
chapter |3 pages
Group learning means learning by doing
chapter |3 pages
Group learning means learning through feedback
chapter |3 pages
Things going wrong can be good group learning
chapter |3 pages
Group learning means motivation… wanting to learn…
chapter |2 pages
Behaviours of a good leader
chapter |2 pages
Group learning includes following
chapter |5 pages
Benefits of group learning
part |24 pages
Getting groups going
chapter |2 pages
Preparing learners for group work
chapter |3 pages
Ways of forming groups
chapter |2 pages
Group size considerations
chapter |2 pages
Getting groups started
chapter |4 pages
Icebreakers: some ideas
chapter |3 pages
Establishing ground rules for groups
chapter |2 pages
Reducing the bystander effect
chapter |3 pages
Creating group cohesion
chapter |2 pages
Setting shared goals
part |17 pages
Particular group learning contexts
chapter |3 pages
Tutorials
chapter |2 pages
Tutorials for adult distance learners
chapter |2 pages
Home groups
chapter |2 pages
Action learning sets
chapter |3 pages
Tutorless groups
chapter |2 pages
Be a group member yourself!
chapter |2 pages
Team teaching
part |20 pages
Exercises and processes for groups
chapter |2 pages
Ringing the changes
chapter |2 pages
Post-it exercise on how people learn
chapter |2 pages
Feedback exercise for groups
chapter |3 pages
Post-its and flipcharts
chapter |3 pages
Helping learners to write reflections on group learning
chapter |3 pages
Virtual group work
chapter |4 pages
A case study
part |29 pages
Groups behaving badly?
chapter |8 pages
Group member behaviours that damage group work
chapter |11 pages
Group facilitator behaviours that can damage group work
chapter |4 pages
Institutional factors that can damage group work
chapter |2 pages
Conflict in group work
chapter |2 pages
Gender issues in group work
part |11 pages
Assessing group learning
chapter |1 pages
Divide and concur
- Divide up the assessed group task, and assess each component separately
chapter |2 pages
Add differentials
– Give a mark for the overall group product, but negotiate differentials between group members
chapter |2 pages
Add contribution marks
– Award a mark for the product of the group, and ask group members to peer-assess an additional mark for their contribution
chapter |1 pages
Add more tasks
- Award an equal mark to each member for the product of the group task, then add individual assessed tasks for each member of the group
chapter |2 pages
Test them orally
– Award all group members the same mark for their product, but add an individual viva (oral exam)
chapter |1 pages
Test them in writing
- Allow the group mark for the product to stand, but add a separate related assessment component to an exam
