This document discusses strategies for encouraging students to work effectively in teams. It recommends assigning students to small groups of 2-6 students and keeping group assignments consistent over multiple tasks. It also suggests structuring tasks to require interdependence by only providing one copy of materials per group and assigning roles like note-taker. The document provides tips for monitoring group work, such as circulating to observe and address problems, and giving feedback to groups on cooperation and task completion. It emphasizes developing students' communication, leadership, and cooperation skills through structured group activities.

1. Strategies
to encourage students to
work effectively in teams
Daniela Munca-Aftenev, ETRC Spring 2013 School

2. WATCH and BRAINSTORM
Free writing activity
How is the video connected to teaching
students ?

3. Task 1
• Work in groups of 5
• Roles: note taker, artist, Web expert, creative
coordinator, content coorinator
• “Best Teacher Website”
• Design the website: layout, structure,
components
• Create a name
• How the website will improve the overall
collaboration of teachers with students and
school administration

4. Task 2
• Work in 2 teams per 5 members
• 2 Evaluators who will observe the
teams
• Build the tallest structure possible
using the materials provided

6. KNOWLEDGE versus SKILLS

7. Skills versus Competence

8. The shift from Topic based curriculum to
Competence based curriculum
• change of paradigm from teacher-centered to student-centered
• revision of the traditional methodologies and roles of teachers
• teachers are increasingly becoming facilitators of learning
• organizing teamwork, managing classroom activity
• more of T time is likely to be spent supporting individuals and less on
whole class teaching
• decision making, in-depth thinking, and problem
• learning experiences more relevant and meaningful,
• encourage active citizenship
• as well as to create an environment conducive to reflective thinking
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9. The countries that seem to be particularly
successful in implementing policies
of cross-curricular key competences:
Efficiently use the following instruments:
• Setting appropriate curriculum goals and standards;
• Developing teacher competences;
• Shaping school practices:
• Giving appropriate feedback through assessment and evaluation.
• The application of effective competence development oriented
• Innovative learning environments
• Intensive use of ICT facilities
• Frequent and meaningful project work and teamwork,
• New assessment methods
• Various individualized techniques of organizing learning
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13. Group work can also encourage and
help students to:
•  use and manipulate knowledge in practical situations;
•  develop language and social skills needed for cooperation;
•  use exploratory language to try out ideas;
•  stretch their language as they talk critically and constructively;
•  support and build on each other’s contributions;
•  take turns in discussion;
•  develop other important life skills including:
–  organization;
–  negotiation;
–  delegation;
–  team work;
–  co-operation;
–  leadership

14. Group work can also encourage and
help students to:
• Develop and increase their thinking skills
• explain and negotiate their contributions to the group
• establish what they know and to find out what they have
yet to learn
• acknowledge and utilize the strengths and talents of
individual students
• explore a topic in a limited time frame
• develop a sense of responsibility through group
accountability and assessment.

15. Strategies for everyday use
• Decide the size of the group (two to six)
• Assign students to groups
• Do not change group assignments with each new task
• Arrange the room so that groups can work together without
disrupting other groups
• Plan instructional materials to promote interdependence.
• Give only one copy of the materials to the group.
• Assign roles to assure interdependence (Give job titles such
as summarizer, researcher, recorder, encourager, and
observer)

16. Strategies for everyday use
• Structure individual accountability as well as a group assessment
(individuals' rewards are based both on their own scores and on the
average for the groups as a whole)
• Discuss desired behaviors: request that students take turns, use
personal names, listen carefully to one another, and encourage
everyone to participate.
• Monitor student behavior. Circulate around the room to listen and
observe groups in action. Note problems in completing assignments and
working cooperatively.
• Allow opportunities for groups to orally report their findings to the whole
class.
• Give feedback to each group about how well the members worked with
one another and accomplished tasks and how they could improve.

23. Resources

28. Tips from personal experience

31. Google Docs

32. Google Calendar

33. THANK YOU!
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