Kelly Nickel Getting It Together

Great Idea For Teaching Students October 19, 2009

Presenter: Kelly Nickel - Business, Communication, & Hospitality Instructor ([email protected])

Title: Getting It Together: Tips for Leading Informal Cooperative Learning

Rationale: Cooperative, or small group learning, is a popular instructional strategy. According to Johnson and Johnson (1999) students engaged in cooperative learning benefit greatly as they experience positive interdependence (sink or swim together), face-to-face promotive interaction (help each other succeed), individual and group accountability, interpersonal and small group skills, and group processing skills.

Unfortunately, groups are inherently complex. Dynamics of individuals are potentially more divisive than uniting. Dynamics of individuals make it easier for members to be a collection of individuals rather than a functioning group, potentially preventing a group from maximizing its (& members) efforts and outcomes.

But, when equipped with a few intentional strategies, instructors can quickly break down barriers of resistance and enable informal group members to participate at their maximum capacity. Here’s how I like to do it:

- Use variety when forming groups, encourage diversity by directing the division (discourage “friend groups”)

- Use of humor in acknowledging feelings of vulnerability as groups assemble

- Be clear, concise, overt, direct, positive and enthusiastic while facilitating the activity from start to finish

- Structure the time to facilitate simple bonding before allowing groups to start

- Cheerlead throughout the activity, reassuring students of the benefits of staying on task

- Be available and accessible during activity to prevent group stalls and address disruptions

- Provide a simple, understandable, usable handout that includes clear instructions and a variety of prompts

- Remind students of the rationale for the assignment, addressing their “why are we doing this” question

- Set a time for completion and keep students apprised of remaining time at regular intervals

- Provide an opportunity for groups to present their work to the larger group (verbal, written)

- Provide an opportunity for groups to end their presentation with a “bang” to receive maximum affirmation.

Add Your Tips!

- Reference: Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: cooperative, competitive, and individualistic learning. Boston: Allyn & Bacon. CULA 73 French Wine Small Group Assignment

Instructions: In your group, use the questions below to guide your research. Your objective is to put together a brief, 5-8 minute presentation that will help the class gain a greater depth of understanding regarding your group’s “focus area.” Try to come up with interesting or little-known facts, comparing and contrasting information that will help the class see the variety that France offers, and other tidbits that will help the class increase their knowledge on the area and its uniqueness. Each group will present their findings to the class.

Below are the topic areas on which you’ll want to focus. Good luck, and happy presenting!

What are the names of your group members?

What French wine producing region are you reporting on?

Where is it generally located in France?

Give us a description of the uniqueness of the region.

What types of wines are typically produced there?

What impact does its location have on the wines produced there?

Tell us about the terrior (climate and soil) of the area and its effect on the wines

What are the major wine districts in the region?

What wines are typically produced in those regions?

What are three things that we must know about this region or the wines from this region?

Sum up your report with a catch phrase or jingle about your region!