The document discusses the benefits and implementation of group work as an interactive teaching approach in classroom settings, emphasizing motivation, active learning, critical thinking, and communication skills. It outlines various phases of implementing group work, such as preparation, designing activities, monitoring tasks, and concluding group activities. Additionally, it provides practical examples and references to support effective group work strategies.

1. 1
Group Work as an
Interactive Teaching
Approach
Presented by: Dr. Wa’ed Alshoubaki
Department of Public Administration
The University of Jordan

2. Outline
2
INTRODUCTION
BENEFITS OF GROUP WORK
IMPLEMENTING GROUP WORK
IN THE CLASS ROOM
Preparation Phase
Designing the group activity phase
Monitoring the group task phase
Ending the group task phase

3. Introduction
3
Working and Arguing
toward a GOAL
Problem solving
Sharing Ideas

4. Why use group work?
4
Motivate
the students
Encourage
active learning
Critical
thinking
Communication
skills
Decision-making
skills

5. Is it really worth?
5
Lasky, Otto, & Morrish, (2010, P.10)

6. 6
So, let’s go to
work!!!

7. Phases of the implementation of group work in a
classroom:
7
Preparation
phase
Designing
the group
activity
Phase
Monitoring
the group
task phase
Ending the
group task
phase

8. 8
Preparation phase
The Physical arrangement of groups
Group size
Diversity & Inclusion
Gender
Ethnicity
Level of preparation
Professional & educational B.G
• Productivity
• Diversity
• Active participation
• Respect
• Active listening
To ensure

9. Designing and introducing the group activity
Phase
9
Clearly defined
the academic
and social
objectives
Explicitly connect
the activities to
larger class
themes and
learning outcomes
Provide student
with instructions
Challenging task

10. Example: Assessing states and governance
1. See: https://info.worldbank.org/governance/wgi/#home (WGI)
2. See the OECD Governance indicators on Jordan : https://www.oecd-ilibrary.org/jordan
3. http://www.operationspaix.net/DATA/DOCUMENT/7374~v~Assessing_State_Fragility__A_Countr
y_Indicators_for_Foreign_Policy_Report.pdf
10
4 groups each apply the following indicators to assess 4
different countries they choose:

11. 11
Voice and
Accountability
Rule of Law
Control of
Corruption
Government
Effectiveness
Regulatory
Quality
Political
Stability and
Absence of
Violence
Worldwide governance indicators

12. 12

13. 13
Monitoring the group task phase
listen for trends that are emerging from
the discussions.
While students do their work, circulate among the groups to:
Answer any questions raised.

14. 14
Ending the group task
phase
A closing of the group activities:
Oral reports
Written reports

15. 15
Alone we can do so little;
together we can do
so much."
– Helen Keller

16. Questions?
Thank you all so much for your attention!
16

17. References:
• Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning,
collaborative learning, and problem-based learning. Journal on Excellence in
College Teaching, 25(3&4), 7-55.
• Johnson, D. W., & Johnson, R. T. (2008). Active learning: Cooperation in the
classroom. The Annual Report of Educational Psychology in Japan, 47, (29-30).
• Kaufmann, D., Kraay, A., & Mastruzzi, M. (2010). The worldwide governance
indicators : Methodology and analytical issues. Policy Research Working Papers.
doi:10.1596/1813-9450-5430
• Lasky, B. A. Otto, A. & Morrish, W. (2010) Teaching Methodologies Practical Law
for Law Students. Community Legal Education Course Manual. BABSEA CLE .
• Roberson, B., & Franchini, B. (2014). Effective task design for the TBL classroom.
Journal on Excellence in College Teaching, 25(3&4), 275-302.
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