5 Ways to Keep Students on Task During Group Work

I read a lot of comments from teachers about why they don’t like to use group work: students get distracted, they don’t do the work, one person does all of it, etc. And yes, that happens – but if you put in the time to show your students how to collaborate, it because a highly effective strategy. So how do you make it work? Here are five ways to keep students on task during group work.

I used group work successfully on a regular basis, and these are the strategies that worked for me – 95% of the time. I’m not selling snake oil here. Some groups are harder than others but these strategies do work most of the time.

But let’s start with some real talk: you can’t just send students to do group work and expect it to just happen. In fact, if you want students to work effectively together, you need to invest a lot of time and energy at the first of a semester to ensure that happens. You need to explain and model. You need to be on your feet, guiding, prodding, nudging. You need to keep them on task. You need to provide scaffolds that help them share the load. You need to keep going even if it’s not working at first.

It takes time and energy to do all of this but, let me tell you, it’s such a good investment.

First: don’t fear the noise of group work

Most students love to do group work. Not only does it break up the routine of a typical class, but it also allows them to be more social, to chat with their friends. That last fact is why some teachers shy away from collaborative work: the classroom gets noisy and students get off task.

Remember, though, that noise is not always a negative thing. In fact, noise can be an indication that a lot of learning and engagement is happening in your classroom. Imagine if all of your students were involved in an activity that required critical thinking, discussion and debate. There would have to be a certain level of noise, right? In fact, a steady din can be a sure sign of learning.

I know, I’m talking about teenagers, most of whom love to socialize. I’m no fool – a lot of the time spent in groups is not focused and on task. It can be a struggle to make sure they do the work you want them to do. However, I believe so much in the power of collaboration that a little effort to make it work is very much worth it – and leads to the beautiful noise of active learning and engagement.

You can get there if you use these 5 ways to keep students on task during group work:

1. Establish clear rules and expectations
2. SHOW students how to be effective group members
3. Give a focused task with clear instructions
4. Provide work that is engaging and meaningful
5. Be part of the process yourself

1.Establish clear rules & expectations for group work:

As a rookie teacher I made a lot of mistakes, and one of them was just sending my students off to do group work and expecting them to do it. It wasn’t long before I learned that they needed a lot more guidance. Now, before they ever work together in groups, we talk about expectations.

We all respond well to feeling like our voice is heard, so start with a discussion with your students. Tell them you want to use group work because it’s an effective tool for learning. Then, lead them in a discussion of how to make it work: what makes effective group work? What makes it not so much? 

During these discussions, my students always identified the same issues I would – but by giving them a voice you get them more invested in the solutions.

One thing I make clear is that it’s ok to chat and socialize in groups — as long as the task is complete. I point out that if they focus and get the job done, then they can relax for the remaining time.  I ask if this seems fair, and they always agree. Then, later when they inevitably get off task, I can remind them of this expectation.

I also take the time to set the routine I’d like students to follow: pick up the desks when you move them so you don’t disturb the class under us, appoint a group recorder to take down your answers, be sure to refer to your discussion starter bookmarks, etc.

It can take several classes to establish these routines. I will need to remind the students of the expectations multiple times, but soon, they get the idea and I don’t have to review the group work “rules” because they know what they need to do.

NOTE: I use group work at least two or three times a week and I rarely assess it because it’s in informal, skill-building activity. If groups are working on a project that will be assessed, then I build in ways for each student to take responsibility for their share, including peer assessment. If we are doing lit circles, they take turns assuming different roles.  But with daily group work, I give my feedback while I’m circulating: Hey, Braydon, what do you think of what Aisha just said? OR  That’s a really good point, Sasha, but let’s hear what the others think before you move on.

2. Show Students How to Be Effective Group Members

One strategy I’ve adopted that makes a huge difference is modelling what an effective discussion looks like. I carefully choose some volunteers to help me with this — a few keeners and a few quieter students. I put them in a circle in front of the room, and I lead them in a discussion.

If students aren’t contributing, I’ll ask them what they think. When someone gives an incomplete answer, I’ll ask for elaboration. And, if I disagree with one of them, I will do so politely and tell them why. After a few rounds of this, I’ll ask the class what they noticed: how did I act as an effective group member? They are always able to point out everything I tried to model.

What is easy to see in others can be difficult to do on your own, however, so I give them each a copy of these “discussion starters” they can use as a bookmark and refer to it when they get stuck. If you’d like to use these with your students, you can grab them for free here. They’re editable, so you can tweak them to work with your students.

3. Give Students a Focused Task with Clear Instructions

We do a lot of small group discussion in my class when students are trying to figure out a complex text or issue. When we do so, I want them to follow a process that not only gets them thinking, but also requires all students to participate — I don’t want one or two dominating while the others sit back and let them do so.

Also, if I’m not clear about what I want them to do, they won’t be very focused

I’ve learned that I can prevent both of these scenarios by being very explicit in my instructions. I usually ask them to start with individual reflections on the topic at hand, so everyone is engaged; then, they share those ideas with a partner. After that, they engage as a whole group to complete whatever task I’ve given them.

I’ve just recently formalized some of these instructions on “collaboration placemats.” I loved putting them together and I know the kids will get a kick out of using them too. You can check them out here.

4. Give Students Group Work That Is Engaging and Meaningful

It’s hard to argue with this one: if students find the topic engaging, they are far more likely to focus. If you give them a hot topic to discuss like legalizing marijuana or gun control, they will probably have a heated discussion.

But, let’s be honest, analyzing lit together is not always high on their fun-things-to-do list. But if you frame your literary analysis questions to focus on something more interesting than literary analysis, you’ll get more engagement. So, instead of asking them to analyze Lady Macbeth’s character, ask them to trace the ways that she is manipulative or using “peer” pressure to get Macbeth to do what she wants.  Just that simple reframing can get students more invested in the task.

And, if you give your students the skills they need to do the work and provide them with a task that’s challenging – but not too difficult – they will usually engage.

Here’s another post that illustrates how I used group work to get my students ready to do persuasive writing. It’s an example of how I scaffolded the skills they needed with relevant topics.

5. Be Part of the Process

I think this is THE most important thing you can do to keep your students on task during group work: it’s crucial that you circulate among the groups, quietly listening and participating. Do so in a way that seems like you want to be part of the discussion, rather than evaluating it. If you hear something interesting, wait your turn and add in your two cents.

If you want to steer them in a different direction, throw something out there that will shift their course: That’s an interesting theory, but what about this? Have you thought about why character X did this? It’s actually one of my favourite things to do, because not only can you help your students do better work, you can also get to know them better.

And, if you come across groups that are off task, don’t go right to a scolding. Listen for a second and even join in on the conversation before you redirect them. Let’s say they are talking about a show they’ve all been watching, you could comment: “I really need to check that out.” Let them chat with you for a minute or two before you say “OK, let’s get back at it.” This way they see you as a human who cares about them – but also one in charge of getting the work done.

So, that’s what I do in Room 213 to keep students on task during group work. What about you? I’d love to hear your tips and tricks – or answer any questions you may have. If you’d like more help with classroom management, I’ve got a course for you! Check it out here.

 

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