Planning Group Work in Education
Harjeet Kaur Bhatia
Associate Professor, DES, JMI, India
Rasna Solanki
Assistant Professor, SCE, M.D.U.
harjeetkaurbhatia@gmail.com
ABSTRACT:
With competition becoming the buzz word as an individual's worth is considered to be his/her
individual attainment there is need to focus on the qualities that would make a person successful
in life. A person does not compete in life with family or community members but works in
groups and cooperates and collaborate. If groups are so important there in life of the individuals
the education system must respond and foster group work and skills so that the students may lead
a productive and effective life. In this paper, an attempt is made to briefly describe the terms
`group`, and `group work’, its significance and the skills required to make group work successful
and effective. Another related issue that arises in academic group work is that of assessment, the
paper also relates to group work & assessments specifically peer & self assessment.
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Group work
There are mainly three ways to organise activities in a classroom, namely whole-class lessons,
group work or individual work. A teacher’s choice of setting from these three for students’
learning may result in different challenges. In this paper focus is on group work. A group is
defined as a small number of people with complementary skills committed to a common
purpose, specific performance goals, a common working approach, and mutual accountability.
Humans are small group beings. Donelson R. Forsyth’s definition of a group as ‘two or more
individuals who are connected to one another by social relationships’, this definition has the
merit of bringing together three elements: the number of individuals involved, connection, and
relationship. Group work is customarily defined as ‘pupils working together as a group or a
team’ or just ‘students working together in small groups’, but it may be important to differentiate
between working in a group and working as a group. It is to be noted that all teams are
groups but not all groups are teams. As Kurt Lewin wrote, ‘it is not similarity or dissimilarity of
individuals that constitutes a group, but interdependence of fate’. To get something done it is
often necessary to cooperate with others. (As cited in Reid, K. E., 1981). The heart of the group
work is positive interdependence. Students must believe that they are linked with others in a way
that one cannot succeed unless the other members of the group succeed (and vice versa). Group
work is an environment where people can share in a common life, form
beneficial relationships and help each other. Working in groups is often presented as a good way
of dividing work and increasing productivity. It can also be argued that it allows for the
utilization of the different skills, knowledge and experiences that people have. As a result, in
schools and colleges it is often approached as a skill to be learnt – the ability to work in groupbased environments. The purpose of the group work is to make each member a stronger
individual in his or her own right. Activities are planned so that the students learn together as a
result they can subsequently perform better as individuals. To ensure that each member is
strengthened, students are held individually accountable to do their share of the work. Within
schools and colleges, working in groups can also be adopted as a mean of carrying forward
curriculum concerns and varying the classroom experience - a useful addition to the teacher or
instructor's repertoire.( as cited in Smith, Mark K. (2008). However, in classrooms it is
competition and individual work that is promoted and students take each other as competitors
rather than members of community. The reason may be that summative assessment requires that
performance of each individual student is assessed and the results given back to the individual
and not to the group. Contributing to the success of a group work requires teamwork skills.
Students must have and use the needed leadership, decision-making, trust-building,
communication, and conflict-management skills. The 'work' in 'group work' is a form of 'working
with'. As such, ‘working with’ is a special form of ‘being with’. Group work undertakes to guide
the group life and satisfying group activities tend to develop in the individual a richer personality
that is emotionally sound and effective in its adjustment to other people and that group life is the
means of passing on the social patterns, customs and conventions by which society is organized.
(As cited in Reid, K. E. ,1981).
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The literature identifies three types of group work: informal learning groups, formal learning
groups, and study groups (Davis, 1993).
Informal groups are composed of ad hoc clusters of students who work in class to discuss an
issue or test understanding. These groups form outside formal structures to meet the specific
needs of individuals. However they may be very useful as they bring together students who have
common interests and concerns and who exchange knowledge and information.
Formal groups created to serve an educational need to complete a specific task in one class
session or over many weeks, e.g. a laboratory experiment, musical performance or the
compilation of an environmental impact report. The work of a formal group may or may not be
assessed. Study teams are formed to provide support for members; usually for the duration of a
course. (As cited in Improving Teaching and Learning)
Group Work: significance & contribution
Group work is an effective technique for achieving certain kind of intellectual and social learning
goals. It enhances problem solving, critical thinking, reflective thinking, quality and depth of
learning for students, as well as extends teamwork capabilities. Moreover, group work tasks
provide the opportunity to develop many interpersonal skills such as: collaboration,
communication, cooperation, leadership, responsibility, time management and tolerance. Three
main reasons for adopting group work are commonly cited: (1) group or collaborative learning is
an effective form of learning (Slavin, 1996); (2) group work promotes teamwork skills that
employers require and value (Cooper & Lybrand, 1998) and (3) efficiency in the use of staff time
when student: staff ratios are falling (Sharp, 2006). In addition, group learning is considered to
encourage life-long learning and may be better suited to some students than more individualistic
styles of learning (Boud,Cohen & Sampson 1999) (as cited in Fiona Whitea, Hilary Lloydb and
Jerry Goldfrieda)
Group work is believed to be beneficial not only in a work environment, but also to have many
positive results in academic settings (Davis, 1993). Past research has emphasized that group
work allows students to explore a diversity of opinions, better retain learned information, and
efficiently tackle projects too large to effectively handle on an individual basis (Gatfield, 1999).
Other research suggests that in certain situations, group work is linked to an increase in students’
confidence levels (DePree, 1998; Thomas, 2001). (As cited in Ray Martinez,April, Shen-Yi
Cheng,Kennon Smith,Matt Smith,Sangil Yoon)
Some of the advantages commonly given for group work are these:
 Group work promotes ‘‘deep’’ as opposed to ‘‘surface’’ learning (Entwistle and
Waterston 1988).
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
Group work promotes ‘‘active’’ as opposed to ‘‘passive’’ learning (Kremer and
McGuiness 1998; Ruel et al. 2003). Students are encouraged to become active rather than
passive learners by developing collaborative and co-operative skills, and lifelong learning
skills
 Group work promotes experiential learning (McGraw and Tidwell 2001)
 Group work can be justified on the grounds of promoting the construction of knowledge
and enhancement of problem-based learning among students (Dolmans et al. 2001;
Hendry et al. 1999). It encourages the development of critical thinking skills. It facilitates
greater transfer of previous knowledge and learning.
 It enhances social skills and interactions.
 Large numbers of students can be catered for and work on task simultaneously.
 Interaction and co-operation on a micro scale is facilitated thus decreasing a sense of
isolation felt by some.
 Quiet students have an opportunity to speak and be heard in small groups thus
overcoming the anonymity and passivity associated with large groups.
 Students get the chance to work on large projects (larger in scope or complexity than
individual tasks).
 Students from diverse backgrounds are provided with the opportunity to be heard, share
experiences and skills, and to participate in unique ways (may provide a new
perspective).
 Alternative ideas and points of view can be generated.
 It provides a structured learning experience that can prepare students for the realities and
diversity of the workplace, working with people with different skills, cultures, approaches
and from different places.
(2010 BCIT Learning and Teaching Centre • British Columbia Institute of Technology •
Burnaby, British Columbia, Canada)
Some research indicates that, regardless of subjects, students who work in groups achieve better
results and are more satisfied with their learning experiences than those who do not work in
collaborative groups (Gross, 1993; Springer, Stanne, & Donovan 1999). (As cited in Campbell,
J. and Li, M.)
There is a wide variety of teaching contexts where group work has been shown to enhance
student learning. Group work can be used to achieve a range of teaching and learning goals.
Grace Longwell Coyle (1892-1962) made a profound impact on the development of thinking
about, and the practice of, group work. Groups provide an opportunity for developing social
attitudes and the ability to adjust to others in mutually enriching ways. Secondly, in addition to
such experience in social adjustment to one's fellows these groups provide opportunity for the
development of new interests, the broadening of knowledge and the acquiring of new skills. Like
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the progressive educator, the group worker must begin with existing interests, but building upon
them he may, if he has the skill, lead his group into enriching new experiences, into higher
degrees of useful skills, into new realms of knowledge, or into the wider ranges of social
responsibility. In the third place, the group can provide training and experience in community
living and in active participation in community affairs. These groups within a social agency
afford an opportunity for them to learn cooperative effort for common ends. (as cited in Smith,
M. K. (2004).
Campbell, J. and Li, M., 2006, research indicates that most Asian students highly valued the
significance of classroom group discussions where they could interact with students from other
cultures and backgrounds. They saw them as opportunities to improve their English language
skills, to enhance their cultural understandings through such intercultural encounters, to broaden
the understanding of the course or assessment-related issues, and to develop their negotiating,
teamwork, interpersonal communication skills, and to make friends. Group learning can improve
the overall quality of student learning. There are sound educational reasons for requiring students
to participate in group activities. Group work enhances student understanding. Students learn
from each other and benefit from activities that require them to articulate and test their
knowledge. Group work provides an opportunity for students to clarify and refine their
understanding of concepts through discussion and rehearsal with peers. Many, but not all,
students recognize the value to their personal development of group work and of being assessed
as a member of a group. Working with a group and for the benefit of the group also motivates
some students. Group assessment helps some students develop a sense of responsibility. Group
work can help develop specific generic skills also. As a direct response to the objective of
preparing graduates with the capacity to function successfully as team members in the workplace
there has been a trend in recent years to incorporate generic skills alongside traditional subjectspecific knowledge in the expected learning outcomes in higher education.
Group work can facilitate the development of skills, which include:
• teamwork skills (skills in working within team dynamics; leadership skills);
•analytical and cognitive skills (analyzing task requirements; questioning; critically
interpreting material; evaluating the work of others);
•collaborative skills (conflict management and resolution; accepting intellectual criticism;
flexibility; negotiation and compromise); and
• Organizational and time management skills. (As cited in James, R., McInnis, C. and
Devlin, M. (2002)
Planning Group Work :
To achieve set goals and objectives, the most important component to anything is one’s potential
or skills. Even, to make group work successful group skills are required, as many people with
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different opinions, ideas, thoughts and varying individual differences are involved. Some of the
group skills are mentioned below:
1. Respect: Expressing 'how it is' for an individual rather than believing answers to be either
right or wrong. The atmosphere aimed for is one of respect, from adults and peers. Each
person is carefully listened to and allowed to feel as they do about some issue or idea.
This does not mean that the teacher or anybody else has to agree with what is being said,
simply that they allow the child to say how they think or feel.
2. Asking the group members to articulate their thoughts focusing on their intention
3. Brief and economical instructions. Briefer, clearer instructions also avoid confusion. No
jargon, long words or ambiguity unless intended!
4. Reflecting on the process of experiential learning.Being able to reflect on the quality of
the action undertaken and of the feelings generated by the action. Using this reflection to
generalize and plan new activities.
5. Being able to separate the "process" from the "content" in any piece of work.
Look at the way in which things happened as opposed to what happened. Understand that
how we complete a task is different from the completion of a task.
6. Enquiry Skills: Being able to choose an appropriate enquiry method for the task in hand.
Preparing
suitable
questions
or
observation
guidelines.
Carrying
out
interviews
and
other
means
of
collecting
data.
Being able to report the findings back to the group in an appropriate way.
7. Planning a communication
Being able to put ideas/feelings/facts onto paper using words, diagrams or pictures, and
being able to use them as a basis to talk to another person.
8. Process transfer: Being able to apply learning back into everyday situations and also
bring issues from the everyday world into the group work session
9. Begin and end appropriately.
Understand that these are often times of higher anxiety in groups and individuals. Take
part in activities that give space to acknowledge this feeling
10. Visualization.
Scripted fantasy and imagination/visualization techniques can be used with a group to
explore feelings around different issues. Such techniques may be used at a range of
different levels according to the wish/confidence of the individual teacher. It is fine just
using them to create a relaxed and calm atmosphere before/after engaging in a more
taxing task.(adapted from
11. Selection of Group size: The literature indicates that the size of groups is critical for
effective group work. There is more literature on this aspect of group work than any other
variable (Strong and Anderson 1990). There is a name for the effect of group size on
individual performance, the ‘‘Ringelmann Effect’’ (Ingham et al. 1974; Kerr and Bruun
1981). This describes the inverse relationship between the size of a team and the
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magnitude of a group member’s individual contribution to the accomplishment of the
task. The larger the group, the smaller the effort expended by group members, and the
greater the likelihood of social loafing and ‘‘free-riding’’. Of course, to some degree the
size of the group and the nature of the task are also important variables. (as cited in W.
Martin Davies,2009)
Stages of Group Development:
Groups, as individuals are each unique with their own experience and expectations. Thus many
theories of group stage development have been cultivated, some linear and some cyclical but no
definite model of group stage development exists. Two of the most useful theories of group stage
development are of Tuck man (1965) and Rogers (1967). These models propose that as groups
develop and change they pass through stages which may be conceptualized. Tuckman’s model
has been used extensively within youth work theory and practice and are an excellent model for
attempting to analyze individual and group behavior.(as cited in Sean Harte,2006)
A brief synopsis of each stage is outlined below:
1. Forming
2. Storming
3. Norming
4. Performing
Later, Tuckman added a fifth stage -adjourning i.e. summaries or review the main learning
points.
These phases were later modified by many educationists like Mark Windschitl, Jessica
Thompson and Melissa Bratten in their work; Designing Group Work in Science Classrooms
Group Phases given by them are:
 Forming
 Storming
 Norming
 Working
 Ending
These phases are not necessarily linear. Identifying phases can help in deciding how to move
students forward in learning and in working with one another.
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(As cited in Mark Windschitl, Jessica Thompson, Melissa Bratten;
Designing Group Work in Science Classrooms)
Group Work and Group Assessment
Another related issue that arises in academic group work is that of assessment. Group work is
also claimed to be an authentic form of assessment in terms of a student’s later employability, as
working in groups is an essential part of an individual’s career, and recruiters often ask students
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about their experience working in group settings (Ackermann and Plummer 1994; Bourner et al.
2001; Maguire and Edmondson 2001; Mutch 1998; Ravenscroft 1997). (As cited in W. Martin
Davies, 2009)
Traditional, individual projects are easy to ascribe to one student. However, when evaluating a
group project; the instructor faces a more difficult problem (Strom & Strom, 2002). He or she
must decide whether or not all the students should receive the same grade, and, if students are to
receive different grades, the instructor must have some system in place for determining how to
differentiate the contribution of one student from that of his or her group peers. This has opened
the door to some creative forms of assessment, such as peer assessment (Gatfield, 1999). Studies
on peer assessment in higher education have shown positive effects on students’ writing skills.
Students learn from assessing and commenting on the writings of peers (Topping, 1998).
Topping (2005) asserts that “peer assessment can enhance self-assessment, and both can yield
metacognitive gains.” Peer Assessment refers to the assessment by a student of the work of
another student enrolled in a course. It is also defined as the judgments students make about their
own achievement and learning processes, and decisions about action they need to take to make
further progress in learning (Sebba J, Crick RD., Yu, G., Lawson H., &Harlen W, Durant K.
2008).
When facilitating peer assessment with a holistic approach (Schechtman1992; Schechtman and
Godfried 1993) the common assessment strategy for group work of allocating the same or almost
the same mark to all team members (Rosen 1996; Lejk and Wyvill 2001; Kennedy 2005) is not
adequate as the project tasks are extensive, the teams are large in number (more than 4 members)
,extend for the whole semester and group work can constitute 100% of the final student
assessment. The subject coordinator has limited opportunities to observe and assess the complex
group and team work dynamics that are taking place. A peer-assessment strategy is required
which is ideally formative, diagnostic and summative (Goldfinch 1990; Gatfield 1999) (as cited
in Richard Raban and Andrew Litchfield, 2007). Various other advantages to peer assessment
are suggested in the literature, a summary of which is presented by Cassidy (2006, and as cited in
Aoun 2008), and includes:
• “Increased student responsibility and autonomy;
• Evaluative skill development;
• Insight into assessment procedures and expectations for high quality work;
• Students work harder with the knowledge that they will be assessed by their peers;
• Potential for providing increased levels of feedback without increased demands on tutors;
• encourages deep rather than surface learning.”
Assessing the group work is also essential to identify the participation of group members and
also the contribution of individuals. It should be rewarded and graded within the frame work
with due consideration of contribution of individuals. There are a number of methods available
for assessing aspects of group work, including allocating a shared group mark or individual
marks based on product alone, or on a combination of product, group process and individual
effort. In addition, assessment may involve peer and self assessment as well as assessment by
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teaching staff. To assess the individual contribution can be provided in a variety of ways such as
use of oral tests, individual summaries of contribution and achievements, and the use of peer
assessment to evaluate the contribution of self and others. (Bhatia, H.K. 2012)
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