Facilitation of High Performing Study Groups
Inspiring, encouraging and challenging students to engage in purposeful, productive
study groups that promote deep learning can be a challenge. You will need to be at your best as
a role model, a facilitator and a mentor. It is not an easy task. But the results of a high quality
collaborative process can be awesome.
Expectations, Tips and Suggestions
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Explain (and engage students in dialogue in regards to) the rationale for study groups
early on
Deepen your understanding of how effective study groups operate
Explain (and engage students in dialogue in regards to) the attributes of high
performing study groups early on
Facilitate the formation of study groups early on in and outside of the LC
Encourage ongoing practice of problems (in math and science classes), ongoing
review (in all classes) and ongoing construction of study guides (in all classes)
Reinforce that study groups should be more than a “just before the exam”
phenomenon; learning should be ongoing.
Encourage debriefing/monitoring/continuous improvement of study groups
o Suggest modifications where appropriate
Get study groups to practice a variety of review and learning strategies
Encourage students to self-assess quality of study group processes and revise
accordingly
If you clearly and enthusiastically define and lay the rationale, expectation and groundwork
early on – and engage your students in the discussions – the students will be far more likely to
assume leadership. Recognize, celebrate, cultivate and deputize your co-leaders. Here are some
important items to consider in regards to study groups:
Specific ongoing needs and initial suggestions for study groups:
Ground rules for the groups
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Study groups should develop early and continuously.
Have groups establish short term SMART goals, norms and action plans.
Invest certain students with the responsibility of keeping group on task (and rotate who does so).
Assign each member a role or responsibility in the group (see below).
Sizes of the groups
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Research on group effectiveness suggests that small groups (3-5) will be far more effective. As a
Peer Educator, you can try different activities that alternate solo, dyad (2), small (3-5) and large
group processes. 3-5 will be an ideal number.
Roles and responsibilities within the group
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Make sure that everyone comes prepared. Study sessions should not be copy or “corner cutting”
sessions for particular students. Establish an expectation that all students prepare before coming
to a group study session. Encourage students to respectfully reinforce this expectation with each
other.
Monitor group processes – are students on task, are they listening to each other etc. If they are
slipping off task or group members aren’t pulling their weight start a conversation with them to
get back on track.
Encourage switching up of activities.
Use periodic check-ins to assess how study groups are going as well as get a sense of immediate
academic needs in classes.
Composition of the group
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When initially forming the groups, consider random assignment rather than having students go
with friends or people they are initially attracted to.
Vary the composition of the groups; encourage periodically switching up so that all of the
students get to know each other and benefit from each other.
Identify who works well with whom on certain kinds of tasks, who can help whom in certain
situations, etc.
Provide choice but stress productivity.
Processes groups will follow
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Encourage students to use the Blackboard discussion boards, Facebook groups, or email to post
questions, update study times, and provide other information.
When students have lecture-based classes, consider encouraging them to spend the first 10
minutes comparing lecture notes, asking each other questions and then moving on from there.
In math and science classes, provide plenty of time for solving problems. Give the students
leadership to demonstrate what they know and can do.
Encourage students to attempt to summarize the material in multiple ways – note cards, visual
maps, power points, dramatization, etc.
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Encourage students to create challenging and fun study games.
Encourage students to set up a time for study groups outside the regular meeting time.
Encouraging deep learning
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Encourage students to use study habits supported by brain-based research. Not all ways of taking
notes, reading, and reviewing are created equal, but every student is different so one method
will not work for everyone.
Introduce your students to alternative options for studying (keeping it fresh will help keep your
students from getting bored and drifting off task). Options include:
1. Concept map, students draw a diagram which describes how the concepts in a class connect
2. Make up acronyms or funny sentences that help students memorize material
3. Have students discus the muddiest points from the whole class, or what has excited them
most
4. Have students try to come up with ways to apply class concepts in novel settings
5. Have students debrief after tests or big assignments. Why did they get a particular grade?
What did they do well? What behaviors can they enhance?
How groups will, stay on track, work out “kinks”, and keep improving
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If each group crafts good SMART goals when starting the group they will have a measurable set
of expectations to hold themselves to. Also having the students co-create a list of behaviors,
which they will engage in to achieve these goals will help establish a strong start.
Make sure to encourage students to assess how well their group is progressing towards achieving
their goals. There is always room for improvement. If they are doing perfectly than the goals
were not rigorous enough and can be adjusted.
Encourage students and study groups to self regulate their learning by debriefing after test and
assignments. Students will not always attribute their successes or challenges as directly
attributed to their past behaviors unless they are encouraged to.