{"id":69,"date":"2022-10-26T17:39:13","date_gmt":"2022-10-26T21:39:13","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ctlguidebook\/?post_type=chapter&#038;p=69"},"modified":"2024-03-26T15:48:16","modified_gmt":"2024-03-26T19:48:16","slug":"group-work-and-team-work","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/group-work-and-team-work\/","title":{"raw":"Group work and team work","rendered":"Group work and team work"},"content":{"raw":"<div class=\"textbox shaded\">\r\n\r\n<strong>On this page<\/strong>\r\n<ol>\r\n \t<li><a href=\"#analytical-teams\">Analytic Teams<\/a><\/li>\r\n \t<li><a href=\"#buzz-groups\">Buzz Groups<\/a><\/li>\r\n \t<li><a href=\"#jigsaw\">Jigsaw<\/a><\/li>\r\n<\/ol>\r\n<\/div>\r\n<h1><a id=\"analytical-teams\"><\/a>Analytical Teams<\/h1>\r\nStudents are put into groups, and each member is assigned a role. Each role is a component of a complete analysis (i.e. Arguments for, arguments against, examples, opinions, etc.).\r\n\r\n<em>Promotes: critical and creative thinking, problem solving, learning how to learn<\/em>\r\n\r\n<em>Teaching Technique 06: Analytic Teams<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=XIIkCrPX8zM\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/analytic-teams\/\">Additional materials by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<em>Online Teaching Adaptation 06: Analytic Teams<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=8_y8gIQ-7VA\r\n<h1>Buzz Groups<\/h1>\r\nStudents brainstorm or discuss a question or problem in small groups.\r\n\r\n<em>Promotes: analysis and critical thinking, problem-solving<\/em>\r\n\r\nBuzz Groups can be done in large auditoriums or regular classrooms with very little preparation. The main benefit of buzz groups is that you can rapidly create group configurations of four so that the students are immediately engaged in responding to questions or problems you present throughout the class. By simply calling out assigned lettering and numbering of rows, students can conveniently identify which group they belong to so they can begin dialoguing with each other quickly with minimal confusion or delay.\r\n\r\n[caption id=\"attachment_453\" align=\"alignnone\" width=\"960\"]<img class=\"size-full wp-image-453\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups.png\" alt=\"This diagram illustrated the Buzz Groups classroom formation. There is a large class group of 144 figure drawn students and the instructor seated in a conventional, front facing theatre or auditorium seating setup. The diagram shows the example of assigning a letter and number to all rows seating from the front of the classroom to the back as A1, A2, B1,B2, C1, C2, D1, D2 to allow the instructor to organise students into groups using the letter and number rowed seating. The illustration also shows an insert diagram illustrating the creation of groups of four so the figure drawn students can setup and work in teams by following the pre-assigned letter and number rowed seating with A1, A2, B1, B2 displayed in the insert diagram.\" width=\"960\" height=\"540\" \/> Diagram of buzz groups active learning technique.[\/caption]\r\n<h1><a id=\"jigsaw\"><\/a>Jigsaw<\/h1>\r\nStudents master content in small \u201cexpert\u201d groups then reform into new groups (with one person from a different expert group) and teach each other what they learned in their previous groups.\r\n\r\n<em>Promotes: analysis and critical thinking, learning how to learn<\/em>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/strategies\/jigsaw\/\" data-bcup-haslogintext=\"no\">About Jigsaw technique<\/a>\u00a0(SALTISE).<\/li>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2517#main\" data-bcup-haslogintext=\"no\">Jigsaw active learning activities<\/a>\u00a0(SALTISE).<\/li>\r\n<\/ul>\r\n<a href=\"https:\/\/kpcrossacademy.org\/techniques\/jigsaw\/\" data-bcup-haslogintext=\"no\">Jigsaw Teaching Technique<\/a>\u00a0- Video &amp; materials (K. Patricia Cross Academy).\r\n\r\n<em>Teaching Technique 04: Jigsaw<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=f-w6-S5uNyk\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/jigsaw\/\" data-bcup-haslogintext=\"no\">Additional materials for jigsaw teaching technique by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<em>Online Teaching Adaptation: Jigsaw<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=mKXY8DjtMHM\r\n<ul>\r\n \t<li><a href=\"https:\/\/vimeo.com\/81534143\" data-bcup-haslogintext=\"no\">Using Jigsaw with Texts (Social Science)<\/a>\u00a0- Video (Harvard University).<\/li>\r\n<\/ul>","rendered":"<div class=\"textbox shaded\">\n<p><strong>On this page<\/strong><\/p>\n<ol>\n<li><a href=\"#analytical-teams\">Analytic Teams<\/a><\/li>\n<li><a href=\"#buzz-groups\">Buzz Groups<\/a><\/li>\n<li><a href=\"#jigsaw\">Jigsaw<\/a><\/li>\n<\/ol>\n<\/div>\n<h1><a id=\"analytical-teams\"><\/a>Analytical Teams<\/h1>\n<p>Students are put into groups, and each member is assigned a role. Each role is a component of a complete analysis (i.e. Arguments for, arguments against, examples, opinions, etc.).<\/p>\n<p><em>Promotes: critical and creative thinking, problem solving, learning how to learn<\/em><\/p>\n<p><em>Teaching Technique 06: Analytic Teams<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Teaching Technique 06: Analytic Teams\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/XIIkCrPX8zM?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/analytic-teams\/\">Additional materials by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p><em>Online Teaching Adaptation 06: Analytic Teams<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Online Teaching Adaptation: Analytic Teams\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/8_y8gIQ-7VA?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h1>Buzz Groups<\/h1>\n<p>Students brainstorm or discuss a question or problem in small groups.<\/p>\n<p><em>Promotes: analysis and critical thinking, problem-solving<\/em><\/p>\n<p>Buzz Groups can be done in large auditoriums or regular classrooms with very little preparation. The main benefit of buzz groups is that you can rapidly create group configurations of four so that the students are immediately engaged in responding to questions or problems you present throughout the class. By simply calling out assigned lettering and numbering of rows, students can conveniently identify which group they belong to so they can begin dialoguing with each other quickly with minimal confusion or delay.<\/p>\n<figure id=\"attachment_453\" aria-describedby=\"caption-attachment-453\" style=\"width: 960px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-453\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups.png\" alt=\"This diagram illustrated the Buzz Groups classroom formation. There is a large class group of 144 figure drawn students and the instructor seated in a conventional, front facing theatre or auditorium seating setup. The diagram shows the example of assigning a letter and number to all rows seating from the front of the classroom to the back as A1, A2, B1,B2, C1, C2, D1, D2 to allow the instructor to organise students into groups using the letter and number rowed seating. The illustration also shows an insert diagram illustrating the creation of groups of four so the figure drawn students can setup and work in teams by following the pre-assigned letter and number rowed seating with A1, A2, B1, B2 displayed in the insert diagram.\" width=\"960\" height=\"540\" srcset=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups.png 960w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups-300x169.png 300w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups-768x432.png 768w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups-65x37.png 65w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups-225x127.png 225w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/buzz-groups-350x197.png 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption id=\"caption-attachment-453\" class=\"wp-caption-text\">Diagram of buzz groups active learning technique.<\/figcaption><\/figure>\n<h1><a id=\"jigsaw\"><\/a>Jigsaw<\/h1>\n<p>Students master content in small \u201cexpert\u201d groups then reform into new groups (with one person from a different expert group) and teach each other what they learned in their previous groups.<\/p>\n<p><em>Promotes: analysis and critical thinking, learning how to learn<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/www.saltise.ca\/strategies\/jigsaw\/\" data-bcup-haslogintext=\"no\">About Jigsaw technique<\/a>\u00a0(SALTISE).<\/li>\n<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2517#main\" data-bcup-haslogintext=\"no\">Jigsaw active learning activities<\/a>\u00a0(SALTISE).<\/li>\n<\/ul>\n<p><a href=\"https:\/\/kpcrossacademy.org\/techniques\/jigsaw\/\" data-bcup-haslogintext=\"no\">Jigsaw Teaching Technique<\/a>\u00a0&#8211; Video &amp; materials (K. Patricia Cross Academy).<\/p>\n<p><em>Teaching Technique 04: Jigsaw<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Teaching Technique 04: Jigsaw\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/f-w6-S5uNyk?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/jigsaw\/\" data-bcup-haslogintext=\"no\">Additional materials for jigsaw teaching technique by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p><em>Online Teaching Adaptation: Jigsaw<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Online Teaching Adaptation: Jigsaw\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/mKXY8DjtMHM?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<ul>\n<li><a href=\"https:\/\/vimeo.com\/81534143\" data-bcup-haslogintext=\"no\">Using Jigsaw with Texts (Social Science)<\/a>\u00a0&#8211; Video (Harvard University).<\/li>\n<\/ul>\n","protected":false},"author":64,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-69","chapter","type-chapter","status-publish","hentry"],"part":59,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/69","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":15,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/69\/revisions"}],"predecessor-version":[{"id":468,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/69\/revisions\/468"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/59"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/69\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=69"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=69"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=69"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=69"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}