Professional Documents
Culture Documents
M Cecil Smith
Contact information:
Abstract
discussion groups that are designed to enrich their understanding of adolescence. The
themes are organized around the course topics, such as cognitive and ethical development
and social development and motivation. Each group shares what they discuss with other
groups in an electronic discussion board forum and, at the end of the semester, members
in each group write a collaborative paper that summarizes what they have learned from
the other groups. Student feedback indicates that they enjoy participating in the
collaborative groups, learn from one another, and achieve better understanding of
approach to learning in university courses (Forsyth, 2003) that can increase students’
interest in the subject matter (Cannon, 2006) and boost their classroom performance.
Collaborative discussion groups provide a venue for cooperative learning to occur as this
(Johnson, Johnson, & Smith, 1998; Thompson, Vermette, & Wisniewski, 2004).
development course for several years with much success. The specifics of my approach
hours to graduate students. Most students (about 80%) are seeking teacher certification
for secondary teaching, while others are experienced high school teachers working on
health programs. Eight of the 15 weekly class sessions involve meetings of the theme-
focused discussion groups. Class sessions are split between lecture (1st half: 75 min) and
small group discussions (2nd half: 75 min).Thus, students have multiple opportunities to
knowledge, and learn from one another. Students are randomly assigned to discussion
groups. Typically, each group consists of 4-5 students, depending upon class size.
The groups are organized around themes that pertain to the general topical
contents of the course, including the following: (1) genetics, biological and physical
processes of development; (2) cognitive, intellectual and ethical development; (3) social
processes; and, (5) developmental challenges and adolescent health. The discussion
activities within the groups capitalize upon course lectures, readings, and assignments.
Each group has access to wireless laptop computers during their meetings, allowing
students to access the Internet and locate information relevant to their discussions.
Assignments. The groups participate in eight meetings and each group completes a
brief collaborative writing assignment. All groups have individual discussion assignment
folders in the Blackboard course site that can be accessed online by students. Generally,
groups may select one activity from among several choices, depending upon members’
preferences. The activities for a given discussion are related to the lecture topic (e.g.,
conclusion of the discussion, each group composes a brief (1 page) summary of their
The collaborative paper assignment requires that all group members read and
discuss the other groups’ posted discussion summaries. Group members then write a
collaborate reaction paper (4-5 typed, double-spaced pages) based on their understanding
of and responses to the other groups’ discussions. This assignment provides a mechanism
to ensure that all groups share and learn from one another. I look for evidence that
students have read and discussed the collective discussion summaries, and all group
Discussion Groups 5
members have substantially contributed to the preparation of the paper. Finally, there
must be evidence in the paper that the group’s discussion of the collective summaries has
individually accountable (Halpern, n.d.). Thus, I use several checks to ensure that all
members are contributing to their group’s work. Group discussion participation accounts
for one-half of the total points awarded for class participation. Group participants
evaluate one another at the conclusion of the semester, using a scoring rubric. These
participation score. Also, periodically throughout the semester, I ask individual group
members to report on their group’s work and to highlight any problems or issues that
have arisen, although I do not ask them to identify individuals who are not contributing to
the group’s work. This additional information triangulates the student evaluation data and
Student Outcomes
assignment, and the required teaching evaluation survey indicate that students like the
course group work. Many students report that, while they have never enjoyed cooperative
learning groups in the past, they found this group experience to be very positive. Several
students have indicated that they will experiment with cooperative learning groups in
course survey which asks them to rate different course assignments (e.g., discussion
Discussion Groups 6
(6=strongly agree with the statement; 1=strongly disagree). Mean ratings for the
their expertise and learn from others and hear different perspectives. For those who do
discussion group is a satisfactory alternative. Students further report that they think it is
important that each group member is accountable and evaluated by one another and the
instructor.
Conclusion
because such groups place responsibility for learning on students. Cooperative learning
can be fostered in group activities and has been shown to improve students’ subject area
interest and achievement. Themed discussion groups provide a specific focus for
discussions and make connections between lecture topics and group activities explicit and
meaningful.
Discussion Groups 7
Table 1.
Table 2.
Item
or clinical practice
increased my understanding of adolescent development 3.87 1.55
helped me think about my views and beliefs regarding 4.33 1.54
adolescents
Discussion Groups 10
References
Forsyth, D.R. (2003). The professor’s guide to teaching: Psychological principles and
http://www.psychologicalscience.org/teaching/tips/tips_0300.cfm.
Johnson, D.W., Johnson, F., & Smith, K.A. (1998). Cooperative learning returns to
Thompson, W.B., Vermette, P.J., & Wisniewski, S.A. (2004). Ten cooperative learning
134-136.