Answer:

Explanation:

Assigning tasks to small groups during class can have many benefits, such as involving students in their own learning, making course topics come to life, deepening students’ knowledge, and developing particular skills. Groups thrive most when their task is challenging and closely related to the course content, course objectives, and students’ experiences and interests. The following are some sample tasks that you can adapt to your discipline. For more information about the types of small groups (e.g., Buzz Groups, Snowball) discussed in this tip sheet, see our “Group Work in the Classroom: Types of Small Groups” teaching tip.

Getting students involved early in the course

Break the ice or build a team atmosphere

If you want significant student participation during your course, spend time at the beginning of the term helping students to get to know and develop trust in one another. Ask students in subgroups to share something about themselves, such as their names; a personal triumph, trial, or challenge; what is foremost on their minds at the moment; or one reason they are taking the course. Or, if you’d like them to move around and meet many students, have them develop a list of ten things they would take with them to a deserted island and look for others who have similar items on their lists. For more ideas, see Race (2000) and Silberman (1996).

Discuss the syllabus

In the first class of the term, before handing out the syllabus, ask subgroups to generate a list of at least eight questions they have about the course (e.g., assignments, topics covered, grading policy). Then hand out the syllabus, and give the groups time to find the answers to their questions. End the activity by answering the questions for which groups found no answer.

Answer:

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