A few years ago, we hired an adjunct professor to teach a three-hour night class. After a few weeks, he came to us in frustration because he couldn’t get the students to discuss the material, and when he asked if there were any questions, they never responded.
We probed more. Upon further discussion, we found that his course plan for each night was a three-hour lecture using PowerPoint slides; he didn’t take class planning beyond that. He felt overwhelmed by the responsibility for teaching the content of the course, but he didn’t know where to begin to get the students to contribute, ask questions and actively participate. We immediately put on our coaching hats, working to help him actively engage his class so that students had a deeper learning experience.
We have heard about this frustration with getting students to participate actively in conversations with many other faculty members, in one-on-one coaching or during faculty development sessions. This often happens because faculty members are relying on lecture because that was the way their own professors taught and often the way they were trained to teach in their graduate programs.
When moving into team projects, here are four key actions to take:
- Assign students to their teams in a way that is transparent and purposeful. Definitely don’t let students pick their own groups.
- Show students your grading rubric when you assign the project. We guarantee your students will be more successful when you do this.
- Train students on how to conduct peer evaluation, and include peer evaluations as part of the grade.
- Check in frequently with teams to see how they are progressing, and to answer any questions. Your students will appreciate this.
In addition, the distractions that students face when preparing for class and during class time are increasing exponentially. Many are not doing the reading, some are on their phones, more than a few are shopping online during class and some just don’t have the bandwidth left to participate because of their very busy lives outside of school.
How do we help these faculty members start to turn things around? In our experience as professors, group work is a great way to help instructors, new and experienced, to actively engage classes in discussions.
The two of us have had extensive experience using in-class group work and executing in-depth team projects across many different disciplines. On most surveys, employers report that one of the top skills they want from college graduates is the ability to work in teams. Given what employers want, we’d of course like everyone to move away from lectures to engaging students with project-based teamwork. But not everyone is comfortable moving to a system that is so different from their current teaching methods.
So how can we help our struggling adjunct faculty member, and other professors who want to more actively engage their students? Here are five quick and easy ideas to try.
- A think-pair-share exercise. This occurs when you pose a question, give students a brief time to reflect and think, and then ask them to turn to their neighbor and share their ideas. If you want them to develop their thoughts even more, you can ask them to turn to another pair and join them to discuss the issue (how many times you do this depends on the size of the class); you can even join up more dyads. Then ask the groups to report back with a few key points.
- Prepared discussion questions. Prepare a series of discussion questions based on the reading for that day or about a problem on which the class is working. Next, organize the class into four- or five-person groups. Give students a reasonable amount of time to work through the questions. While they are working, make sure to circulate through the groups, answer questions, make comments to illustrate some of the ideas and provide prompts to help them. At the conclusion of the discussion, have each group report on the highlights of their discussion and use the opportunity to give a series of mini-lectures on points they described and things they might have missed.
- Learning through discussion. Developed by William Fawcett Hill, this method is an even more structured approach to group work. We used this method in an upper-level theory course with excellent results. Learning through discussion puts considerable responsibility on a group leader, but if the groups rotate this leadership position across the group each week, it should even out the work (and as a bonus, it can help students develop team leadership skills). The leader synthesizes the material and initiates the discussion. The leader doesn’t teach the group but leads them through an eight-step process to identify major themes in the material and how it integrates with previous knowledge and application. Keeping students in the same groups helps them get used to working together and develop a sense of camaraderie. If you find you need to hold students accountable to help some less motivated ones prepare, you can collect their notes and have the group do quick peer evaluations.
- Each one, teach one. These sessions are a great way to have students cover a considerable amount of literature in what might be a psychologically safe environment for them. Divide your class into groups of four to five people. Then assign as many readings as you have members of the groups. Each person in the group completes one reading and then leads a group discussion about the article, partially teaching it to the other members of the group. You can have them accomplish all the outside readings during one week, or across multiple weeks, depending on your needs. Students learn from each other, and the one leading the discussion has to spend time learning to dissect one paper.
- Team projects. Ad hoc group work as we’ve described in the first four ideas is a great way to help students to learn course material for the long haul and spark discussion. Team projects can do this even better. They do, however, take a little more work. Once you are comfortable with breaking the class into groups for ad hoc discussion, you can think about planning a team project. If you’ve never run one before, you may want to start with a small project, something short term (think three to five weeks). As you gain more experience and learn what works for you, your style, and your material, you can then move to bigger, longer projects.
These are just a few of the ways that you can use groups, or even teams, to actively engage students in the material.
