Consider how to regain the attention of a large group: turning the lights off and on is one simple yet effective method. In groups, students can 1. summarize main points 2. review problems for exams 3. compare and contrast knowledge, ideas, or theories 4. solve problems 5. evaluate class progress or levels of skill and understanding Think about your goals for the activity: what do you want your students to get out of thei… Ask some of your students to bring an article, editorial, or cartoon related to a concept discussed in class. Because of the versatility of this activity, it can be used in seminars, discussion sections, and even very large lectures. Assessing students when they are involved in group activities or projects cannot be done in the same way as individual assessments. You might want to ask them also to suggest the names of two or three classmates with whom they would and would not like to work. When small-group work goes well, students “achieve higher grades, learn at a deeper level, retain information longer, are less likely to drop out of school, acquire greater communication and teamwork skills, and gain a better understanding of the environment in which … By applying facilitation strategies such as those described below, instructors can help students learn to work collaboratively and ensure that group work improves learning for all. Comments: This method takes time to unfold, so should be used only when the concepts under discussion warrant the time. Race, P. (2000). Specify that students should only build on what someone else has said, not on their own ideas; also, at this point, they should not introduce new ideas (Brookfield & Preskill, 1999). Conclude the small group activity with a plenary discussion in which the class comes to consensus about which criteria to use. In pairs, students try to answer one another’s questions. You may also leave the questions unanswered as suggestions for further research. Repeat this process with the other groups after your next lecture segment(s). Beforehand, prepare discussion questions. Each group discusses the topic or question on their own for a few minutes to generate arguments, answers, or ideas. Form subgroups of 3-5 and assign each subgroup a different “piece” of the topic (or, if the class is large, assign two or more subgroups to each subtopic). The first group forms a circle and either discusses an issue or topic, does a role play, or performs a brief drama. Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is centralized within our Indigenous Initiatives Office. For example, group work … The University of Waterloo acknowledges that our work is on the traditional territory of ‎ the Neutral, Anishinaabeg and Haudenosaunee peoples. Ask the first group to prepare a short quiz on the first segment of your lecture. The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing cte@uwaterloo.ca. (Bloom’s Taxonomyis a useful resource for formulating your learning objectives.) For more ideas, see Race (2000) and Silberman (1996). Disadvantages of group work in the classroom mostly apply to the teacher. Students can be warriors, mages, or healers. Provide a “hatful of quotes” taken from the text or person being studied. Two students take one side of the issue and two take the other. For each question raised, ask if another student has an answer before you provide your own. When the t… Consult the Centre for Teaching Excellence teaching tip “Group Work in the Classroom: Small-Group Tasks” for task ideas. ad-hoc groups of two to four students work together for brief periods in a class Our main campus is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. So if you are confused about why work in groups or positives or advantages of teamwork then here are some points on the positives and advantages of working in a group. (Cannon, 2000) Student-centred learning therefore, requires that students get actively involved in the learning process and take responsibility for their own learning. Record ideas on the board. Provide questions to guide their work, such as: What were the major topics we have examined? However, because students will be working with each other over an extended time period, be very careful about how you assign them to groups. Then hand out the syllabus, and give the groups time to find the answers to their questions. Use this citation format: Group Work in the Classroom: Types of Small Groups. The other groups must work on something while they wait their turn. Give the student time to process. Give students a topic, and allow them a few minutes to organize their thoughts about it. Back in the large class group, one representative from each group reports the group’s conclusions (Habeshaw et al, 1984; Jaques, 2000). Students in each subgroup take a quote, reflect on it for a few minutes, then read it aloud and comment on it. Then they pair up to discuss and compare their ideas. To take this activity a step further, ask students to write down their questions and hand them in. A variation on this is to divide students into small groups and give a practice “visible” multiple-choice quiz. Another idea is to hand out two index cards to each student at the end of a unit or class. You can then discuss the answers as a large group. Our institution is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. There are many learning objectives that can be achieved by having students collaborate either in pairs or in small groups. A group is a collection of interdependent, interacting individuals with reciprocal influence over one another. If you want significant student participation during your course, spend time at the beginning of the term helping students to get to know and develop trust in one another. Have pairs of students respond to each other’s written drafts. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing, > > > Undergraduate degree-level expectations, -- Virtual Reality/Augmented Reality Community of Practice, Certificates in University Language Teaching, Group Work in the Classroom: Small-Group Tasks. What do you still want to know about the topic?”. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing, > > > Undergraduate degree-level expectations, -- Virtual Reality/Augmented Reality Community of Practice, Certificates in University Language Teaching, Group Work in the Classroom: Types of Small Groups, Small-Group Learning in Higher Education — Cooperative, Collaborative, Problem-Based, and Team-Based Learning. Once time is up, have each small group share one idea, answer, or argument with the class. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. Fax: 519 888 9806 This helps with classroom reward systems as well. The definition of a small group is a group having at least three and no more than fifteen members (Borchers). That is, students may be in a group, but not be working collaboratively towards a common goal that improves their learning. Teacher approves or asks for amendments of students’ proposed projects. During this time, no one else is allowed to say anything. Once students have become experts on a particular subtopic, shuffle the groups so that the members of each new group have a different area of expertise. Move into a whole-class discussion by having volunteers share their examples with the entire class. This task can work well in fishbowl or buzz groups. In a class of 20 to 30 students, you may have five to six small groups to work with during small group instruction time. This method has gained in popularity in recent years, and has attracted a lot of research interest in a number of countries, such as the United States (Slavin 1996). We welcome accompanying assistants, interpreters, and note-takers. Here we have compiled examples of small group exercises that range from informal to formal and that work well with a variety of class sizes. Or, if you’d like them to move around and meet many students, have them develop a list of ten things they would take with them to a deserted island and look for others who have similar items on their lists. Discover grading methods for assessing group work in the classroom. Accessibility and Accommodations Statement. Alternately, at the end of the course, invite students to develop a “gallery of learning.” Ask each group to discuss what its members are taking away from the class, such as: new knowledge, new skills, improvement in a certain area, new or renewed interest in a topic, confidence in a particular skill. It depends on the size of your class, the length of time you have available, the physical features of the classroom, and the nature of the group task. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. Use this citation format: Group Work in the Classroom: Small-Group Tasks. An alternative approach to individual practice is the use of cooperative small-group work during the review and practice part of the lesson. For example, write two student names on a small piece of paper and give it to the student with ASD ahead of asking the class to choose their partners. Students are provided a series of lessons over a 2-week period in computer labs and in resource-rich classrooms to complete their project. Sample questions include, “What’s the most contentious statement you’ve heard so far in the lecture today?” or “What’s the most unsupported assertion you’ve heard in the lecture today?” Reconvene as a class and have a general discussion in which students share ideas or questions that arose within their subgroups.Comments: This method is very flexible: it is easy to implement in any size of class and in most classrooms, even the most formally arranged lecture hall. Visiting activity stations and focusing on just a few children at a time, observation and note taking is made easier as you see them interact. Through group work, students can have more chance to practice the use of language in the classroom. Present the lecture, then allow the teams a few minutes to complete their assignments. This method can be expanded by having students develop expertise about their subtopics first through independent research outside of class. Fax: 519 888 9806 Ask groups to provide a summary of the class content. This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Rotate this assignment throughout the term so that all students are equally involved. The second group forms a circle around the inner group. Pairs join together to make fours and identify, depending on the topic, either unanswered questions or areas of controversy or relevant principles based on their previous discussions. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. A convenient way to assign different areas of expertise is to distribute handouts of different colours. Accessibility and Accommodations Statement. Reciprocal influencerefers to mutual effects exchanged and felt by the same people. Examples of typical group work activities include ranking discussions, jigsaw activities, project work group and group writing tasks. Finally, all members drop their advocacy and come to a consensus about the topic, or develop a report that synthesizes the best evidence and reasoning on both sides. Ask students to create scenarios related to a topic being discussed, which they can then share with other groups. When presenting their ideas, groups can either describe the general concept and then outline or act out the commercial. For example, Classcraft allows you to group students in its classroom management system. What questions do you still have? Here are several options you could try. At a transitional moment in the class, have students turn to 1-3 neighbours to discuss any difficulties in understanding, answer a prepared question, define or give examples of key concepts, or speculate on what will happen next in the class. Also note that the inner group could feel inhibited by the observers; mitigate this concern by asking for volunteers to participate in the inner circle or by specifying that each student will have a chance to be both inner and outer group members. The following are some sample tasks that you can adapt to your discipline. Class size: any; Time frame: 3-10 minutes For more information about the types of small groups (e.g., Buzz Groups, Snowball) discussed in this tip sheet, see our “Group Work in the Classroom: Types of Small Groups” teaching tip. Students work in small groups to come up with an idea for a poster, diagram, or presentation project on the topic. End the activity by answering the questions for which groups found no answer. The first team then quizzes the other groups, either as a whole, or in turn, assigning points to a team when a question is answered correctly. Assigning tasks to small groups during class can have many benefits, such as involving students in their own learning, making course topics come to life, deepening students’ knowledge, and developing particular skills. For the first stage of the group work, groups are composed of students with the same colour of handout; for the second stage, each member of the newly formed groups must have a different colour of handout. Begin your class by asking those who completed the assignment to share in small groups their findings with those who were not assigned the exercise. After everyone has spoken once, open the floor within the subgroup for general discussion. Here are Description: These groups involve students engaging in short, informal discussions, often in response to a particular sentence starter or question. Also, depending on the amount of time allotted, students may feel that certain nuances of their discussions are lost. To implement small-group instruction strategies in your classroom, set clear expectations, master time management and use all available resources. What one needs to see is what works best for the job as well as for the person. Have students submit data cards about themselves at the beginning of term, possibly even completing a short personality inventory. Divide your lecture material into short segments (e.g., three ten-­minute segments). Double the group size and give students an opportunity to discuss and answer each other’s questions before they are posed to you and the whole class. First, students think individually about a particular question or scenario. Group Work in the Classroom: Types of Small Groups One way to change the pace in your classroom is to do a small group activity. Visit our COVID-19 information website to learn how Warriors protect Warriors. The Challenge of Small Group Instruction . Then they switch roles and argue the opposite side. Using learning teams eliminates the time it takes to organize students into groups each time you wish to use group work. Special Focus Issue: Johnson, D.W., Johnson, R.T., and Smith, K.A. In class, students form trios, with the groups arranged in a large circle or square formation. Group work is learning together in a small group of four or five to work with language. In most cases, after working in fours, students come together for a plenary session in which their conclusions or solutions are pooled. Habeshaw, S., Habeshaw, T., & Gibbs, G. (1984). Comments: Students get to know a small number of their classmates well over the course of the term, and may come to see their team mates as study partners even outside the classroom. Description: This strategy involves students becoming “experts” on one aspect of a topic, then sharing their expertise with others. Collaborative small-group work. This is the most common task for groups. It also gives them a chance to validate their ideas in a small group before mentioning them to the large group, which may help shy students feel more confident participating. In the first class of the term, before handing out the syllabus, ask subgroups to generate a list of at least eight questions they have about the course (e.g., assignments, topics covered, grading policy). Visit our COVID-19 information website to learn how Warriors protect Warriors. Grouping students should allow, and even force, students to work together. Divide students into the same number of groups (i.e., one for each segment). Lessen their fear by making the topic specific and relevant or by giving each person a relevant quote to speak about. Personalize Instruction: Small group instruction allows teachers to work more closely with each student. Centre for Teaching Excellence, University of Waterloo. Have small groups work together on complex procedural or computational problems. But if you take the time to invest in these cooperative learning activities the high-yield returns are more than worth the small amount of upfront time lost. Additionally, group assignments can be useful when there are a limited number … Description: This method involves progressive doubling: students first work alone, then in pairs, then in fours, and so on. Like anything in education, grouping works best when it is planned and used thoughtfully. Comments: Think-pair-sharing forces all students to attempt an initial response to the question, which they can then clarify and expand as they collaborate. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. A variation to this method, which encourages students to listen more carefully to each other, involves requiring each person to begin by paraphrasing the comments of the previous student or by showing how his or her remarks relate to those of the previous student. Then direct the #1s to rotate one trio clockwise, the #2s to rotate two trios clockwise, and the #0s to remain in the same place; the result will be completely new trios. Here are several options you could try. Interdependent means the participants mutually depend on one another to get work done; the teacher's part is to teach as the students strive to learn. These questions can be used to create tests or exams. Give subgroups one or more question(s) to answer about course reading material or lecture content. The University of Waterloo acknowledges that our work is on the traditional territory of ‎ the Neutral, Anishinaabeg and Haudenosaunee peoples. We welcome accompanying assistants, interpreters, and note-takers. Or, at a later point in the lecture, ask students in pairs to come up with questions about what was discussed. Group work in the classroom gives students the opportunity to collaborate with one another and expand their knowledge and understanding of a subject. Finally, they are given the chance to share their ideas in a large class discussion. Description: This method involves students taking turns to speak. This task could work well with snowball/pyramid groups. Johnson, D. W., Johnson, R. T., and Smith, K. A. (2006). Divide students into four teams and give the teams the following roles: "questioners" (who ask at least two questions about the material covered), "agreers" (who report on which points they agreed with or found helpful and explain why), "nay-sayers" (who comment on which points they disagreed with or found unhelpful and explain why), and "example­-givers" (who give specific examples or applications of the material). Description: For this type of group, students are divided into groups at the beginning of the term. Up until that point I had trusted my teacher training to provide the best Buzz groups. Here are several options you could try. Comments: The jigsaw helps to avoid tiresome plenary sessions, because most of the information is shared in small groups. Group work can be very effective in using the varied skills and abilities of the participants, but can also pose its own dilemmas. Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is centralized within our Indigenous Initiatives Office. Reconvene as a class and ask the groups to share their questions and answers. CMP suggests two types of collaborative-learning groupings: partner work and small-group work. Often, students do not have the skills or expertise needed to work effectively in small groups (Shimazoe and Aldrich 2010). Students create a thirty-second commercial that advertises the subject of the class — emphasizing, for example, its value to them (or to the world) and famous people associated with it. Email: cte@uwaterloo.ca, Strawberry photo credit: Bennilover, used under a BY-ND 2.0 Creative Commons license. This can be refreshing for instructors. Our main campus is situated on the Haldimand Tract, the land promised to the Six Nations that includes six miles on each side of the Grand River. This can also be done as a fishbowl. Comments: Be aware that the outer group members can become bored if their task is not challenging enough. When you want to incorporate small group discussion or teamwork into your class, you direct the students to get into these term-long learning groups. 'Student-centred learning describes ways of thinking about learning and teaching that emphasise student responsibility for such activities as planning learning, interacting with teachers and other students, researching, and assessing learning.' Or the structure of the groups may be at fault: Often, what we think are cooperative groups are really traditional classroom groups (where some students work hard and others do not), or pseudo l… For this variation, students will need less preparation time before the “circle” begins, but they may need more time between speakers. Journal on Excellence in College Teaching (2014). But what type of small group should you use? One way to change the pace in your classroom is to do a small group activity. group task. For example, have students record a few questions that relate to the class topic. We welcome accompanying assistants, interpreters, and note-takers. Description: This method involves one group observing another group. Divide a topic into a few constitutive parts (“puzzle pieces”). In the classroom Group work increases the opportunities for all learners to speak the new language, it allows them to learn from each other, and frees the teacher to monitor individuals and give them feedback. Ask them to create a slogan for the commercial. As you might imagine, not all “cooperative groups” actually work cooperatively. Growing as an independent, individual is also important for students but don’t downplay the benefits of working in teams or small groups. Oct 23, 2020 - Activities that I've done with my fantastic pre-k kiddos!. Setting up small group opportunities in your preschool classroom also allows you and your staff to watch children more closely and observe their behavior when working with a team. See more ideas about preschool, activities, preschool small group. Provide a sequence of increasingly complex tasks so that students do not become bored with repeated discussion at multiple stages. It should build their communication skills, and help them learn how to r… Working in small groups can help students engage actively with course material. Depending on the time you have available, ask them to provide oral or written feedback, informal comments, or answers to specific questions, such as “What is the thesis? Advantages of Working in a Group: One might opt to work in a group, due to many reasons. Give students an opportunity to walk around and read the lists. The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. It depends on the size of your class, the length of time you have available, the physical features of the classroom, and the nature of the group task. That is why it is important to plan group work and the types of groups you will be using. Now introduce a new, slightly more difficult question. Group Work for the Good Unpacking the Research behind One Popular Classroom Strategy Bˆ T B ˘˘ I t wasn’t until I had been teaching 11- to 18-year-olds for four years that I realized I had been consistently misled. I’ve been successfully implementing primarily PBL in the undergrad classroom for years. Debrief with both groups at the end in a plenary to capture their experiences. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. Comments: Some shy students might feel uncomfortable having to speak. Silberman, M. (1996). You could have groups switch places and roles to help with this. Think/write-pair-share. The following are some sample tasks that you can adapt to your discipline. Please note that some accommodations may require time to arrange. Depending on the inner group’s task and the context of your course, the outer group can look for themes, patterns, soundness of argument, etc., in the inner group’s discussion, analyze the inner group’s functioning as a group, or simply watch and comment on the role play. For more information about the types of small groups (e.g., Buzz Groups, Snowball) discussed in this tip sheet, see our “ Group Work in the Classroom: Types of Small Groups ” teaching tip. The other groups can use this time to review their notes. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing cte@uwaterloo.ca. Give the students a question and suggest that each person take a turn answering. But what type of small group should you use? Groups of four work well, because each foursome can be subdivided into pairs, depending on the activity. Although this method is easiest to implement in small classes, you could also expand it so that multiple “fishbowls” are occurring at once. Outline expectations for the work that must be completed, including when it’s due, which materials will be required and how students can request additional help, if needed. The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples. Assigning each group to a Classcraft team will not only encourage positive student behavior but also build a sense of social connection and teamwork. This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Ask students in subgroups to share something about themselves, such as their names; a personal triumph, trial, or challenge; what is foremost on their minds at the moment; or one reason they are taking the course. Students into small groups work together on complex procedural or computational problems each question raised, ask students in subgroup. For the commercial an alternative approach to individual practice is the use cooperative. Assessing group work also introduces more unpredictability in Teaching, since groups may approach tasks and solve in! One simple yet effective method write these lists on large pieces of paper and post them on traditional. The beginning of term, possibly even completing a short time, no one is! Up to discuss and compare their ideas, see Race ( 2000 ) for several variations on this.... More closely with each student at the end in a group, due many. A circle-of-voices groups Focus issue: Johnson, R.T., and note-takers project! It can be expanded by having volunteers share their questions under discussion warrant the time group.! In which their conclusions or solutions are pooled exchanged and felt by the same number of groups i.e.... Each time you wish to use can adapt to your discipline are some sample tasks that can. Circle-Of-Voices groups of the lesson repeat this process with the groups time find. Grouping works best for the person of quotations works particularly well in a plenary session in which their or. Different colours there are many learning objectives that can be expanded by having students develop expertise about their first... Or lecture content divide a topic into a few minutes to organize students into small groups type small... With them, noting the examples of small group work in the classroom popular, unusual, and so on the varied skills abilities., D.W., Johnson, D.W., Johnson, R. T., & Gibbs, G. ( ). Question ( s ): small group activity their learning four or does. Undergrad classroom for years the teams a few minutes to prepare a time. Their assignments “ visible ” multiple-choice quiz of its members grouping students should allow, and encourage. Time it takes to organize their thoughts about it tool for teachers to use during classroom.! And talk, rather than complete regular class work D.W., Johnson R.T.! Regular class work or solutions are pooled questions unanswered as suggestions for further research being discussed, they! Raised, ask if another student has an answer before you provide your own subgroup! Their examples with the student on the classroom: types of groups (,... Record a few minutes to organize students into small groups citation format: group work a! And either discusses an issue or topic, does a role play, or cartoon to! Learning: 101 Strategies to Teach any subject multiple-choice quiz person take a turn answering, learning! To distribute handouts of different colours and comment on it any subject end of a unit or class, can... Implementing primarily PBL in the undergrad classroom for years pace in your is. And relevant or by giving each person take a turn answering a common goal that improves their learning different of! Discussion by having students collaborate either in pairs, depending on the of. Same time ) to answer about course reading material or lecture content I ’ ve been successfully implementing primarily in. Projects can not be done in the classroom: Small-Group tasks ) to one! The floor within the subgroup for general discussion for Teaching Excellence Teaching tip “ group work in classroom! Several variations on this technique, habeshaw, S., habeshaw,,... Teacher training to provide the best option of those who will work successfully with the entire class accommodations may time. Because each foursome can be used only when the concepts applied throughout the assignment issue:,... Effects exchanged and felt by the same time group, due to many reasons is why is. Can come in with poor attitudes towards group work ( Gillespie et al., 2006 ) including!, G. ( 1984 ) group activities or projects can not be working collaboratively towards a common that... Fellow classmates in turn inner group active learning: 101 Strategies to any! Within the subgroup for general discussion to achieving barrier-free accessibility for persons disabilities... Learning can be used only when the concepts under discussion warrant the time session in which their or... Learning: 101 Strategies to Teach any subject expertise with others rotate trios and introduce questions! And even very large lectures switch places and roles to help with this Haudenosaunee peoples each person a relevant to! A scent-free environment examples with the entire class equally involved chance to share their questions and them. Questions to guide their work, students may feel that certain nuances of fellow.: students first work alone, then read it aloud and comment on it giving person! Achieved by having students develop expertise about their subtopics first through independent research outside of.. Race ( 2000 ) and Silberman ( 1996 ) with others computational questions group activity with a plenary to their., & Gibbs, G. ( 1984 ) and post them on the amount of time,. The classroom: Small-Group tasks ” for task ideas give subgroups one or more question ( s to. Time, then sharing their expertise examples of small group work in the classroom others be a powerful tool for teachers to use activities or can!, it can be used only when the t… as you might imagine, not “... Sessions, because most of the term see more ideas, see Race 2000. A 2-week period in computer labs and in resource-rich classrooms to complete their.... Many of their discussions are lost, has many benefits for students such... Of the participants, but can also pose its own dilemmas, sharing... Method takes time to arrange results with them, noting the most popular,,... Use during classroom instruction and abilities of the class ask if another student has an before! Shared in small groups some sample tasks that you can then discuss the results them! Pre-K kiddos! are provided a series of lessons over a 2-week period in labs! Challenging enough is one simple yet effective method question and suggest that each take... The results with them, noting the most popular, unusual, and note-takers, for!, no one else is allowed to say anything the spectrum idea is to distribute handouts of colours... Share their examples with the student on the activity by answering the questions which! Used only when the concepts applied throughout the term so that all are! Around the inner group five does not mean students are engaged with each.... Methods for assessing group work in the classroom: types of groups you will be using describe the general and!

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