Prof. Michael Goldberg

Guidelines and Criteria for Small Group/Cooperative Learning Projects

1. There are two special roles that should be assigned before you begin the project: the facilitator and notetaker. The facilitator is responsible for keeping everybody on track, for making sure the group has adequate time to prepare, for including all members of the group as equally as possible, and for facilitating disagreements and personality conflicts. Remember, though, the moderator should act as a facilitator, not a referee. All group members need to take responsibility for working out conflicts within the group. The notetaker is responsible for taking careful notes of the proceedings, for understanding the purpose of the assignment so that the notes cover the areas needed for reporting, and (usually) for reporting the results, either to other groups, the entire class, or as finished notes (either returned in paper form or posted online, according to the assignment.

2. After appointing a moderator and a notetaker, the group needs to work out a strategy to fulfill the assignment. For example, the group might need to brainstorm questions that need to be asked about the texts to be studied. The group also needs to decide on a process for the project and for decision making if no instructions are given. One possibility is to work through the assignment in one large group. Another possibility is to divide the group up into two or more groups and parcel out different tasks. When explicit decisions are required, you may choose to decide on the basis of majority vote, or by the process of consensus, seeking compromises from the different positions.

3. If you feel your opinion is not being heard, or if you disagree strongly with some aspect of the group process, it is your responsibility to say something. Don't expect others to voice your concerns. However, you need to determine if your issue is serious enough to warrant taking time away from the group's main task, given the time constraints of the assignment. This is often a difficult judgment call—it is a skill, just as learning to write or learning to speak is a skill. Often, you learn by making mistakes. Most importantly, remember that the basis for successful relationships is mutual respect. Listen to what others have to say, and be willing to consider their point from their perspective.

4. If you find yourself in a situation where personalities are clashing as well as ideas, it is crucial that everyone accept the idea that they are not perfect. This may seem obvious (to most people, anyway), but the fact is that many people take an inflexible attitude when dealing with personality clashes, assuming that they are entirely in the right. Since no one is perfect, few people are entirely in the right. Be willing to bend a bit more than you believe your position deserves—and expect the same from others. Make a conscious, good-faith effort to understand the other person's perspective, concerns, fears, etc. This is not a sporting event; you do not get "points" for "winning" an argument.

5. While it is best to reach a decision by consensus, the process of reaching consensus—listening to everyone's objections, considering alternatives, discovering solutions—takes time. Your group should decide on a decision-making procedure when consensus is not possible, such as a majority rule vote. Another possibility is incorporating a minority opinion into your presentation, rather than going back and forth in a tug-of-war to "prove" who is "right. (a dubious prospect at best). It is usually a good idea to pick your battles wisely. If the point is minor, it may not be worth struggling with if most of the group is set against it. If a decision is made that you objected to, and then you think events showed your choice to be right, bring up the issue in a constructive way—"I told you so" rarely is constructive. Remember also that others may see the outcome differently. It is often helpful to accept or recognize the positive aspects of certain decisions while constructively critiquing what you feel didn't work.

6. While it is crucial to create positive interpersonal dynamics in order to foster a successful cooperative learning environment, the learning itself cannot take place unless everybody in the group comes prepared and completes their assigned task. Having everyone in the group maintaining at least the basic level of preparation required is essential for a well-run group; having one or more group members going beyond their basic responsibility and working to excel at their group contribution helps ensure its success and creates a learning environment in which the group can thrive and its members benefit greatly—a group experience that the members will remember as a model for years to come. It is also a group that will teach its members far more than the content and analysis they cover in their project.

Helpful texts on group dynamics and cooperative learning include: Robert E. Slavin, Student Team Learning: A Practical Guide to Cooperative Learning, Third Edition (NEA Professional Library: 1991); Yael Sharan and Shlomo Sharan, Expanding Cooperative Learning Through Group Investigation (Teacher's College Press: 1992). Articles on cooperative learning aimed at a university audience include Alexander A Astin, "Competition or Cooperation?: Teaching Teamwork as a Basic Skill," Change (September/October ); Kenneth Brufree, "The Art of Collaborative Learning: Making the Most of Knowledgeable Peers," Change (March/April, 1987); Harvey S. Wiener, Collaborative Learning in the Classroom:: A Guide to Evaluation," College English (Vol. 48, No. 1, Jan. 1986); and David Jaques, Learning in Groups, Second Edition (Kogan Page: 1991).

© 1994 Michael Lewis Goldberg

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