Skip to main content

Alone or together?

I wrote a little while ago about how I don't actually like group work. But a recent post from the Teaching Professor made me think twice about how I 'privilege' working independently:
We were discussing small groups and what to do with those students who resist participating in groups. They’re those independent learners who participate in group activities reluctantly and almost always prefer to do it alone. Should we excuse them from group work when they want to go it alone? There were points made on both sides. If they don’t learn well in social contexts, then why should we place them in situations that compromise what they’re going to learn? But group work is expected in so many professional contexts. Aren’t we doing students a disservice if we don’t help them develop the skills they’ll need to function effectively in groups?

Then Professor Betsy Mudler made an interesting observation—something I’d never thought of before. We are concerned about whether we should “force” (maybe the word’s too strong, “require”) student participation in group work. But when we have students working individually, we aren’t in the same quandry about those learners who really do better when they are working with others... Professor Mudler’s point was that our lack of concern about individual work speaks to the strengths of those assumptions we make about value of working alone and figuring it out for yourself.

I, too, can say I have never thought about this before. Although I have often thought that it is unfair to some students to "make" them work in groups, I have certainly never thought that it might be equally "unfair" to other students to "make" them work alone. Although I'm not sure how much I want to go out of my way to cater to such students, it has occurred to me as I design the new course I will be teaching in the fall, perhaps it would be good to give students some options for working alone or together.

Comments

  1. In his work on learning styles, Richard Felder notes that some students are active learners (learning better by actively processing with a colleague) and some are reflective learners (learning better when pondering by themselves). He goes on to note that the traditional lecture doesn't help either kind of student since it doesn't allow for discussion nor time for reflection!

    That's why the think-pair-share structure (with or without clickers) is so powerful. It gives both active and reflective learners time to engage in activities that help them learn.

    ReplyDelete
  2. Thanks Derek, this is a very helpful way to think about it. I think that personally, I tend to worry that when students are NOT actively engaging with the material, they may not be really 'getting it' (which is the big reason I started using clickers in the first place) but I can certainly see the value in giving students space to reflect as well as interact...

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

Economics Education sessions at ASSA

If I missed any, please let me know... Jan 07, 2011 8:00 am , Sheraton, Director's Row H American Economic Association K-12 Economic and Financial Literacy Education (A2) Presiding: Richard MacDonald (St. Cloud State University) Teacher and Student Characteristics as Determinants of Success in High School Economics Classes Jody Hoff  (Federal Reserve Bank of San Francisco) Jane Lopus (California State University-East Bay) Rob Valletta (Federal Reserve Bank of San Francisco) [Download Preview] It Takes a Village: Determinants of the Efficacy of Financial Literacy Education for Elementary and Middle School Students Weiwei Chen (University of Memphis) Julie Heath (University of Memphis) Economics Understanding of Albanian High School Students: Student and Teacher Effects and Specific Concept Knowledge Dolore Bushati (University of Kansas) Barbara Phipps (University of Kansas) Lecture and Tutorial Attendance and Student Performance in t...

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...

Moving on...

I want to let everyone know that I am officially closing out this chapter of my blogging life. It was 17 years ago this May that I started this blog, back when blogging was still relatively new, and I was exploring ways to have my students do some writing. During the years from 2008 to 2015-ish, when I was most active with experimenting with different pedagogical approaches, this space helped me process what I was learning, and connected me with economists and other colleagues who care about teaching. As I have moved into other roles, I have been torn about what to do with this space, feeling a bit weird about posting anything not directly related to teaching. I have finally decided I need to start fresh so I will be writing (though I have no idea how regularly) on Substack .  Thank you to everyone who has read and commented over the years. I hope you'll find me on Substack, or in real life!