Small Group Tasks for Large Classes

I have been working with a teacher who is trialling small group tasks for a large class (40+).  The decision to trial such tasks is reflective of the primary discipline.  Postgraduate study, publication, and teaching in the area are conducted in small teams.  Further, the majority of the learners are enrolled in a qualification, which leads to a team-based professional life.  As such, the teacher has made a productive choice in their teaching and learning practice.

The teacher has been very innovative in their trials, using groups as a physical representation of a system at work.  The act of allocating groups, however, is new to them, and they were unsure of how to return attention to themselves at the end of a task.  I was requested to provide very specific detail on how to complete these two actions.

From our discussions, I came to understand that some of my ideas seem perculiarly Antipodean.   For example, what is commonly known in New Zealand as 'numbering off' is not a concept well-known outside Anglophonic circles.  For those readers new to this idea, 'numbering off' is defined by one source as "to call out or cause to call out one's number or place in a sequence" (http://dictionary.reference.com/browse/number+off).  New Zealand school children learn this verb as a means of being allocated to groups (often sports teams). Having to analyse it as a cultural practice has helped me learn more about how I have created my idea of 'normal'.  It has also helped me deconstruct the practice to understand how it teaches power relations.

For your information (and my archival use), the following are the ideas I shared with the teacher.  I welcome feedback on the clarity of the explanations and, more generally, the methods I have recommended.

Returning Attention

There are different methods for returning attention from a group task to you.  The use of sound is helpful in many situations.  The sound should be irritating enough for people to want it to eventually stop, but not enough for them to walk out.  Whatever sound is chosen, the most important thing is that it is LOUD.  Check the volume before the students arrive by setting the timer for 20 seconds and moving to the back of the room.  If you feel surprised and want to turn it off, then it is probably a good choice.

One suggestion is to use the stopwatch on your cellphone to play a sound loudly when the time is up.  This sound can be the standard alarm or a song.  One annoying but slightly funny song is Axel F by Crazy Frog.  It can be downloaded from iTunes at http://itunes.apple.com/us/artist/crazy-frog/id65646661. (A video can be accessed on YouTube at http://www.youtube.com/watch?v=k85mRPqvMbE.)

Another option is to use an online stopwatch like the classroom timers at http://www.online-stopwatch.com/classroom-timers/.  The Bomb Countdown gave me a surprise even though I was watching the timer!

Instructing Group Tasks

There are a number of ways to instruct large numbers of students to complete tasks in groups.  I have made this suggested method as detailed as possible.  To use the example script, simply replace the underlined words as needed:

1.         Prepare the Room
1.1       Print A4 sheets with numbers written in large font.  (I attached an example in 500 
            point to the teacher's communication).
1.2      Decide where you are going to have the groups meet.  Make the order as logical as      
            possible (that is, Group 1 should be next to Group 2, who should be next to Group 3).
1.3      Secure the signs with blu-tack or cellotape where the groups are to meet (e.g. to the 
           walls, front of desks).  Check that the signs are visible from the door.

1.4      Check the volume of your stopwatch.

2.         Introducing the Exercise

2.1      Put up an instruction slide:

                       e.g.      Group Task to Complete Tutorial Sheet

                                    *  9 groups - 20 minutes

                                    *  Number off

                                    *  Go to your group (look for the sign)

                                    *  Pick a reporter for your group

                                    *  When you hear The Timer: Look at Me!

2.2      State the instruction:

e.g.   “We are going to do a group exercise for 20 minutes.  You will be completing today’s tutorial sheet.  There will be 9 groups of between 4 and 5 students.  You will be allocated to your groups by numbering off from 1 to 9.  I have put up numbers around the room showing you where your group will meet.  For example, Group 1 will be meeting over there, where the sign says “1”.  Each group will begin by picking someone to report back at the end of the discussion.  The slide will help you if you get confused.  When the timer sounds, stop talking and look to me.”

2.3      Re-state the instruction:

e.g.      “So we are clear, I will repeat the instructions.  You will have 20 minutes to work in a group to complete today’s tutorial sheet.  There are 9 groups.  You will be allocated to your groups by numbering off.  There are numbers around the room showing you where your group will meet.  Each group will begin by picking someone to report back.  Look at the slide if you are confused.  Stop talking at the timer.”

3.         Allocating to Groups (Numbering Off)

3.1      State the instruction:

e.g.   “To allocate you to your groups, you will now number off from 1 to 9.  Number to the end of the front row, then back the other way on the next row, and so on.  When it is your turn, say your number so everyone can hear.  Starting with you, you are the first, so you are... “

3.2     In case someone gets confused, watch and listen as the students state their group

          number.  If other students do not assist, offer the number, then tell students to continue.

4.          Getting Students to Move into Groups
4.1        State the instruction:

                        e.g.      “You will now move into your groups.  Group 1 meets over there, Group 2 
                                     meets over there, Group 3... [and so on]”

4.2        If they have not begun to move:

4.2.1     Re-state the instruction:

                        e.g.      “You should be moving into groups.  Look for your number.  Put up your 
                                     hand if you do not know where you are going.”

4.2.2     For those who put up their hands, provide direct instruction:

4.2.2.1  For 7 or more students: “Put up your hand if you are a ‘1’?  You go there.  Who are 2s?
             You go there.  Any 3s... [and so on]”

4.2.2.2  For 6 or less students: Ask each student which group they belong to.
4.2.3     For those who have forgotten their number, allocate to a group whose number is lower 
             than the average.  If all groups are the same size, allocate to the last group you will visit 
             so they will have time to settle in before speaking to you again:

                        e.g.      “You are now in Group 4.  You go there.”

5.         Checking Students Are On Task

5.1        Put up slide outlining the task.
5.2        Walk to the first group, which looks settled.
5.3        Interject by reminding them of their first task (e.g. “So, who is your reporter?”).  If no-one 
             has been selected, stay silent until someone volunteers.  Praise the selection/volunteer.
5.4        Remind the group how much time is left.
5.5        Ask if they have any questions about the task. Provide direction and advice as 
              required.
5.6        Close the discussion:

                        e.g.      “You are going great.  I’ll move onto the next group now.  Hear from you 
                                     soon!”

5.7        Move to the next closest group.  Repeat (4.3) to (4.6).

5.8        Continue around each group until the timer sounds.  Try to speak to as many groups as

              possible.