Reading Response #3

The first chapter in "Designing Groupwork" defines exactly what groupwork is and briefly defines what the teacher's role is. As defined by the book, groupwork is a small group of students where everyone is participating on a task that has clear objectives. I like this because the focus is on everyone participating, and if they are participating, then they are learning. The chapter concludes with stating that the teacher must decide what principles discussed in the book will work for them. This book is not an exact recipe, the principles must be applied and adjusted. This is very important for the author to point out. A theories may have to be modified or adjusted based on the need's of each class. In fact, group work may look different for each class that a teacher has.

The second chapter deals with why to use groupwork and when to use groupwork. By now, we are pretty familiar on the benefits of groupwork. Groupwork helps keep students involved, helps to address a wide spectrum of learners, and has social benefits. One interesting point that I had not thought of that the chapter addresses is not using groupwork to complete routine computational examples. Groupwork is best when a difficult task is assigned that the group can explore together. In my short experience as a math teacher, I have seen groupwork used to complete routine examples. The book is right, most students just copy off of the group member who has completed the problem. This is something that the book made me realize and I will keep in mind as I teach.

Chapter three discusses the potential problems associated with groupwork such as unequal participation and undesirable domination of groups. This applies to both adults in the real world and kids in school. Often, the group member who talks the loudest and the most will lead the group, even though it may be in the wrong direction. This individual who talks the most will also be perceived as the one who does the most in the group. The chapter also discusses that those seen as better in schoolwork and having a high social standing also tended to dominate groups more. The first two chapters were very engaging, but I feel that this chapter took us on tangent that could of been left out. I want to know how to construct, implement, and manage effective groups. It is good to know the power struggles within a group, however I feel that this chapter used broad generalization's about minorities, etc. Each class is going to have different power struggles within their groups that the teacher must address.

The next thing that I would like to know about groupwork is how the author recommends groups be formed and if roles should be given out. Should the students form their own groups, if the teachers - how should they base the formation? Also, if specific roles should be assigned, and if so what roles. I imagine there is not a concrete answer and the author will discuss different strategies for different situations, this is what I am looking for.