2 Learning Together In College
2024
Cascadia College COLL101 Team
I. Introduction
Have you ever dived headfirst into a group project, brimming with ideas and ready to collaborate with your classmates? Imagine you’re in a biology class, and your teacher assigns a creative project: designing a model ecosystem. You’re picturing your group presenting a miniature rainforest or a vibrant coral reef. You’re excited to brainstorm with your classmates and bring a tiny world to life!
As your group meetings begin, your excitement starts to fade. Throughout the project you find that one team member isn’t pulling their weight. During the group’s brainstorming sessions, they offer vague suggestions, if they show up at all. Worse yet, deadlines everyone agreed on come and go with no sign of their contributions. The rest of the group starts scrambling to pick up the slack, and frustration simmers just below the surface.
What would you do in this situation? Would you confront this teammate directly? Speak with the instructor? Hope things magically improve? This scenario, unfortunately, is all too common in group work. The good news is that there are strategies to navigate these challenges and ensure a successful group project experience.
I.I Learning Collaboratively at Cascadia College
Learning collaboratively is an important part of Cascadia College’s academic culture. Within a few quarters at Cascadia, you’ll experience small group learning both inside and outside the classroom. In the classroom, you’ll work together in small groups to complete activities and share your knowledge in discussions. Outside of class, your instructors may assign group projects, like the one outlined above.
This collaborative work fosters critical thinking, communication skills, and problem-solving abilities, which are all essential tools for academic success and lifelong learning.
In this chapter, we will explore the features of high-performing teams, distinguishing them from less effective groups that rely solely on a “divide-and-conquer” approach.
Reflection 1:
Consider your past experiences with collaborative learning. What were your initial attitudes towards group work? Reflect on both positive and negative experiences. How can past challenges inform your future approach to teamwork?
II. What Research on Small-Group Learning Says
First, let’s examine some of the benefits of learning groups. Researcher Barbara Gross Davis of UC Berkley found that students who learn in small groups are more likely to learn more, retain that information for longer, and be more satisfied in their classes (147).
Another researcher, Alice Macpherson studied the benefits of collaborative learning on undergraduate student’s experiences.
According to Alice Macpherson of Kwantlen University College, “Cooperative learning is supported by one of the strongest research traditions in education, with many hundreds of studies conducted across a wide range of subject areas and age groups…. This large body of research suggests that student to student collaboration conducted in a manner consistent with cooperative learning principles produces superior results on a host of variables, including achievement, thinking skills, interethnic relations, liking for school, and self-esteem.” (11)
Macpherson offers a more detailed description of some of these benefits:
- Academic Achievement: Students in cooperative learning groups achieve more academically than their peers in non-group work settings. Collaboration fosters critical thinking and provides opportunities for clarifying concepts through discussion and debate. By explaining ideas to their peers, students construct a deeper understanding of the material.
- Skilled Communication: Collaborative learning helps build stronger communication and interpersonal skills. Through collaboration, students learn to consider others’ perspectives and feelings, negotiate effectively, and manage conflict. Group discussions and activities provide opportunities to practice these skills and build positive working relationships. Additionally, researchers found that students developed friendships with students from other cultures and kept these friends outside of class.
- Psychological Health: Learners who were in classrooms with a significant amount of cooperative learning were psychologically healthier than learners who were not. Learners in these settings experience higher self-esteem, increased feelings of control over their learning, and greater motivation to cooperate and help others (MacPherson 11-12).
That’s a powerful list of benefits! We hope you see why team-based learning is so important at Cascadia. But not all group work produces these benefits. To deliver maximum results, group work must be done right. This reading and the exercises you do in class will give you a clear picture of what to aim for in your groups and a chance to practice the skills needed to hit the target. Let’s take a look at some of the characteristics of successful learning groups.
III. What Makes Learning Groups Succeed?
As you read the following scenario, think about the strengths and weaknesses of the group’s workplan.
Your history professor has assigned a group project on the rise and fall of the Roman civilization, a fascinating topic, but with a looming deadline of two weeks. You are put in a group with two classmates you barely know.
Determined to conquer the project in record time, your group huddles together after class. You quickly map out a plan: two check-in meetings and the division-of-labor approach. Zeke, the history buff, tackles the background research on the republic, Davis, known for their writing skills, volunteers to create the slides, and you end up researching the fall of the Roman empire.
Fast forward a week. You haven’t seen your groupmates outside of class since the initial meeting. Your shared Google Doc is disorganized and you’re becoming worried that your presentation won’t be complete in time. You don’t want to be the person to reach out to the group because you’re worried they will think you’re trying to takeover.
Let’s start with the positives. What did this group do well?
- Everyone knows what they are responsible for.
- The project is broken down into smaller tasks
- Labor is divided fairly evenly between the group
Next let’s consider areas of weakness:
- Very little collaboration among group members.
- No communication plan; what should group members do if they need help?
- Group members are not learning from each other
- Timeline is vague which makes it difficult to share feedback
- Lack of collaboration makes it uncomfortable to provide feedback to group
What are the key elements of high-performing learning teams?
The section below outlines five traits widely cited by team-based learning experts. Click on the arrow next to each trait for a full description. Use the table to quickly remind yourself of the elements and to read an example of the trait in practice. The elements below are derived from decades of research, like Felder and Brent.
Positive Interdependence
Groups that exhibit this trait take responsibility for each other’s learning. While it is very important to take responsibility for one’s own learning, members of the best learning groups go beyond this: they take responsibility for each other’s learning. They take on a true “team” mentality. Members commit to assist, encourage, and support each other’s efforts to learn.
There are many ways instructors promote positive interdependence. One method is simply to assign a group grade to the project. A more intensive strategy would require group members to teach material to each other before an exam. The team then gets the average of the individual grades. Obviously, in a scenario like this, team members have an incentive to care about and support each other’s learning. It is important to understand the rationale behind such project requirements.
Why is positive interdependence important? Understanding the connection is important because this element, more than the others, opens the door to many of the group-work outcomes that students (and instructors) dislike most: domineering group members who take control of a project, or members who don’t pull their weight, for instance. But it is precisely these risks that make this element so beneficial. First, group members must learn to trust each other. The experience of trusting and being trusted can be transforming and pay life-long dividends. Second, group members must learn to motivate each other. This requires, in part, an understanding and appreciation of the different circumstances that motivate one’s teammates. Third, group members must learn to teach each other. Teaching is one of the best ways to learn.
Individual Accountability
In groups that exhibit this trait, each group member knows what is expected of them. In addition, there are explicitly stated consequences for not fulfilling one’s promise to the group. There should be honest and supportive discussion about the assignment of responsibilities and consequences. The minimum expectations should be reasonable (not everyone has the time, training, or inclination to create an A+ project) and derived using a fair process. Often, a group will draft a document during their initial meetings that outlines expectations and sets out criteria for evaluating individual and group performance. Your instructor may require you to submit a group charter. If not required by the instructor, groups may choose to share their accountability decisions with their instructor. You can also ask your instructor to help facilitate accountability in your group.
Finally, don’t forget to praise a job well-done.
Repeated Interaction
Groups that get team-learning right meet several times throughout the course of a project. The number of times depends partly on the scope of the project; some of your assignments may only allow for a single meeting.
Multiple meetings allow members to provide one another with feedback, evaluate and refine reasoning and new ideas. It also allows group members to develop their interpersonal and small group skills: often, it is not until a third or fourth meeting that group members begin to really understand how to work together successfully. A glaring weakness of the simple division-of-labor approach in our initial example was the lack of interaction. The rationale behind this element is no secret: mastery and skill acquisition require practice.
Development of Interpersonal and Team-Building Skills
In successful learning teams, students understand the importance of different types of roles, or functions, that members play. Teams recognize the fact that each person becomes a leader when they take responsibility for a role. Team members’ willingness to step into a role, while at the same time relying on associates to play their part, is part of the trust-building process. Participants learn to manage conflict and communicate clearly.
Self-Assessment
Successful learning groups take time to assess their work and their work strategies many times throughout the course of a project. Some assessments will be short and informal – perhaps a question or two at the end of a meeting.
Other assessments will be longer and more formal. Often, an instructor will require a formal write-up that gives students an opportunity to reflect on the group project in the context of their broader goals. Such evaluations are crucial for helping students to learn how to learn (both individually and in groups). Pausing for reflection and evaluation allows teams to identify what they have done right and what they want to change.
Element |
Shortened Description |
Example |
| Positive Interdependence | Group members are responsible for supporting each other’s learning. | Teammates share their work with each other and give constructive feedback. |
| Individual Accountability | Clear expectations for each group member. | Group creates a document outlining individual tasks and deadlines. |
| Repeated Interactions | Regular meetings for feedback, project refinement, and skill development. | Team schedules meetings and check-ins either synchronously or asynchronously to discuss progress and make adjustments. |
| Development of Interpersonal Skills | Recognizing different roles and fostering trust within the team. | Members rotate leadership roles to develop diverse skills. |
| Self-Assessment | Regular reflection on team processes and progress. | Team holds a mid-project meeting to identify strengths and areas for improvement. |
Reflection 2:
Think back to a group project experience. Did your group incorporate any of these traits? Which did you use? If you could go back and do the project over again, which of the traits would you incorporate and why?
IV. Five Common Stages of Group Development
So far, we have surveyed the benefits of group learning, discussed the limitations of the simple division-of-labor model of group work, and highlighted the essential ingredients of a high-performance team. Now we’ll discuss what you can expect to experience as you go about the process of team learning.
For a team to work effectively it is important to recognize that there are steps that will happen and that the team task and interpersonal behaviors will change over time. A team or group develops a culture of traits and patterns as they progress. Dr. Bruce Tuckman developed a model of how teams progress and exhibit behaviors around both the task being done and the interpersonal interactions.
The short video [2:03] outlines the 5 stages of group development: forming, storming, norming, performing and adjourning.
V. How to set up your groups:
Well-functioning groups focus on two things: the task at hand and the group itself. This section describes both traits and shares questions your group can ask during the forming and norming stages of your group project.
Creating a positive group culture is as important as having the skills needed to perform a task. Use the questions below to set the stage as you are forming your next group project. The questions are geared towards longer group-learning projects, but you can modify and use them for shorter in-class projects as well.
A. Group Culture Questions:
A sense of mutual trust and support is important to creating a successful group. Your group’s first goal should be to build a productive group culture where people understand their role, feel comfortable speaking up, and know who’s doing what. Here are some things that the learning-team experts recommend.
- Building a Strong Team Foundation:
- Ask everyone in the group to introduce themselves. Create a shared list of contact information.
- Include a question, for example, “what are you most excited about for this project,” or “what’s your favorite thing about this subject?” You can even ask what everyone’s favorite food is, the question itself is less important than the opportunity to build connections with each other!
- Briefly discuss each member’s strengths and areas of expertise as they relate to the group project.
- Establishing Trust and Accountability:
- Brainstorm Ground Rules: Collaboratively create a list of ground rules for communication, deadlines, and expectations. This is also called a Group Chater and will help prevent miscommunication and create a sense of shared responsibility.
- Schedule Check-ins: Plan regular team meetings to discuss progress, address challenges and provide updates. Depending on how you break down the work, these check-ins might always be with the whole group, or may be 1:1 meetings with smaller groups.
- Open Communication Commitment: Agree to communicate openly and honestly with each other throughout the project. Share when things are going well and when you run into a roadblock and need help!
- Encouraging Collaboration and Positive Interaction:
- Rotating Roles: Consider rotating leadership roles throughout the project. This allows each member to develop their leadership skills and ensures everyone has a chance to contribute.
- Peer Support Network: Establish a system for peer support and feedback. This could involve buddy systems or designated times for group members to review each other’s work and offer suggestions.
- Celebrate Successes: Take time to acknowledge and celebrate both individual and team achievements. 🎉
B. Task Questions:
After you’ve built a connection with your group it’s time to figure out how to get things done. Use the Task Questions below to start organizing your work, identifying parts of the project, and creating a timeline. Remember that not every question needs to be answered for every project!
- Instructions Review: Make sure everyone’s on the same page about your project.
- Take turns summarizing your understanding of the project’s goals and requirements.
- Identify any discrepancies or areas that need more explanation.
- If needed, ask your instructor for clarification. If emailing, draft the email as a group and include everyone in the mess
- Task Analysis
- Brainstorm a list of key steps needed to complete the project from start to finish.
- Identify any additional questions the group has about the project.
- Work together to develop a list of key questions that need to be answered to address the main topic of the project.
- Discuss what kind of information What specific steps must be taken to finish the project? What questions should be answered to address the main topic? What kinds of information are relevant for answering these questions? What sources will you use to answer the questions?
- Evaluation Criteria
- Review the grading rubric from your instructor as a team.
- Discuss your own individual standards for your work within the group.
- Analyze differences between your standards and your instructor’s.
- Workload Distribution
- Consider everyone’s strengths and interests when dividing project tasks.
- Create a workload that is balanced and ensures everyone has a meaningful contribution.
- Explore assigning smaller tasks with within the group to promote deeper collaboration and knowledge sharing.
- Find a way for each member to showcase their expertise throughout the project!
- Communication Plan
- Schedule regular meetings and/or check-ins to discuss the group’s progress, share findings, and address any challenges.
- During meetings, dedicate time for the group to discuss their progress and share constructive feedback on each other’s work.
- Establish clear communication channels, (e.g., email, texting, discord, etc.).
- As a group, discuss your expectations for responding to emails and messages. For example, do you expect people to respond within a day? Over the weekend?
VI. Leadership in Groups
Effective groups need leadership, but it doesn’t always have to come from one designated person. While it’s common to have someone initiate discussions and coordinate efforts initially, strong teams often embrace shared leadership.
This means different members can step up and take on various roles throughout the project. For example, one person might excel at keeping the group focused (Coordinator), while another provides insightful explanations (Elaborator).
Shared Leadership Models:
Rotating Leadership:
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- Your group might choose to rotate leadership responsibilities throughout the project. This allows everyone to develop leadership skills and ensures diverse perspectives are brought to the table.
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Situational Leadership:
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- Leadership needs may change depending on the project phase. For instance, the initial brainstorming stage might benefit from someone who excels at generating ideas (Initiator), whereas the implementation stage might require a detail-oriented organizer (Coordinator).
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Finding the Right Approach:
The best leadership approach for your group depends on your preferences, project needs, and team dynamics. Discuss openly and decide what works best for you! Whether you choose a single leader, rotating leadership, or a combination, remember that successful teamwork thrives on shared responsibility and contribution.
The following tables outline the many roles we may take on in team projects. As you read the two tables think about what task and maintenance roles you typically take on in a group setting.
Task Roles
Task Role |
Description |
Example |
| Coordinator | Helps pull ideas together and keeps the group focused; coordinates activities. | “Let’s summarize what we’ve discussed and see how those ideas connect.” |
| Elaborator | Explains and clarifies ideas, providing examples and details. | “That’s an interesting suggestion. Can you tell us more about how it would work in practice?” |
| Energizer | Motivates the group and keeps them moving forward. | “We’ve made a lot of progress so far. Let’s keep this momentum going!” |
| Information Giver | Shares relevant facts, experiences, or expertise. | “Based on my research, I think this data might be helpful.” |
| Information Seeker | Asks questions to gather information and clarify details. | “Can you elaborate on that point a bit more?” |
| Initiator | Proposes new ideas and solutions | “I have a different approach we could consider…” |
| Opinion Giver | Expresses personal beliefs and values related to the project. | “I think it’s important to consider the ethical implications of this option.” |
| Procedural Technician | Takes care of logistical tasks, like setting up materials and recording notes. | “Let me take notes while we discuss this.” |
Maintenance Roles
Maintenance Role |
Description |
Example |
| Compromiser | Helps find common ground when disagreements arise. | “Let’s see if we can find a solution that works for everyone.” |
| Encourage | Offers positive reinforcement and support to other team members. | “That’s a great point, Bailey!” |
| Gatekeeper | Ensures everyone has a chance to participate and voices are heard. | “Let’s hear from everyone before we move on.” |
| Group Observer | Pays attention to group dynamics and suggests improvements. | “We seem to be getting a bit off track, perhaps we can revisit this later?” |
| Harmonizer | Mediates conflicts and promotes teamwork. | “Let’s take a step back and see if we can understand each other’s perspectives.” |
| Reality Tester | Evaluates ideas based on practicality and feasibility. | “Is this approach realistic given the resources and time constraints we have?” |
| Standard Setter | Establishes expectations for the quality of work and group behavior. | “Let’s make sure everyone is aware of the deadline for this part of the project.” |
| Summarizer | Periodically recaps key points and ensures everyone is on the same page. | “So far we’ve decided to focus on X, Y, and Z. Does everyone agree?” |
Reflection Activity 3:
Think of yourself as a superhero with unique skills and abilities (yes, it’s corny, but go with it). This reflection activity will help you identify the “superpowers” you bring to your group projects by exploring the task and maintenance roles you just read about.
Step 1: Discovering your Superpowers
- Think back to a group project you’ve worked on recently and reflect on your contributions to it. Try to identify at least one example for each option below.
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- When did you step up and take charge? (Roles: Initiator, Coordinator, Energizer)
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- How did you help the team move forward? (Roles: Information Giver, Elaborator, Procedural Technician)
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- How did you support your teammates and keep the group functioning smoothly? (Roles: Encourager, Harmonizer, Gatekeeper)
Step 2: Identifying your Strengths
- Review your examples from Step 1. What skills or qualities do these examples highlight?
- Here are a few examples:
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- Task-Oriented Examples:
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- Did you initiate a brainstorming session to generate new ideas (Initiator)?
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- Did you provide a clear and concise summary of a complex topic (Elaborator)?
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- Did you organize and delegate tasks to ensure the project stayed on track (Coordinator)?
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- Maintenance-Oriented Examples:
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- Did you offer praise and encouragement to a teammate who was struggling (Encourager)?
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- Did you mediate a disagreement between two group members (Harmonizer)?
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- Did you ensure everyone had a chance to voice their opinions during discussions (Gatekeeper)?
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Step 3: Identify 2-3 strengths you bring to group work based on your reflections.
VII. Final Thoughts
This chapter covered a lot of ground! You’ve learned about collaborative learning at Cascadia, analyzed successful groups, identified your group project skills, and learned about how to set up a successful group. As you start using what you’ve learned in this chapter, remember that every situation is different, and you may need to adjust based on specific projects.
Works Cited
Context Institute. “Roles in Groups: The Many Forms of Leadership and Participation.” In Context: A Quarterly of Humane and
Sustainable Culture, No. 9 Strategies for Cultural Change, 1985, 1997, p. 24, http://www.context.org/iclib/ic09/fcl/.
Felder, Richard M. and Brent, Rebecca. “Cooperative Learning.” Active learning: Models from the analytical sciences, edited by P.A. Mabrouk, American Chemical Society, 2007, 34-53, http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf.
Gross Davis, Barbara. Tools for Teaching. Jossey-Bass, 1993.
Macpherson, Alice. Cooperative Learning Group Activities for College Courses. Kwantlen Polytechnic University, 1999, KORA Kwantlen Open Resource Access, 2015, http://kora.kpu.ca/islandora/object/kora:43.