Reading Reflection 3: Groupwork ch.1-3

Chapter 1:
This chapter serves to introduce the concept of groupwork in the classroom. The philosophy states that groupwork is not the only way to do things, but one way of making the instruction engaging. It helps to bring students together to communicate, collaborate and problem solve with others. As a teacher it's important that groupwork be outlined clearly, and the methods researched. Not all groupwork works the same, so knowing your students and their abilities is key.
This chapter didn't dive too much into details or have much to comment on, but I do know that groupwork does work differently with different classes, even between 2 classes that are the same subject. We tried different methods in my Clinical Practice at La Costa Canyon, and I felt that doing too much groupwork allowed for certain students to not participate at all, and still get a grade. So devising specific ways for all members to be engaged is important.

Chapter 2:
This second chapter delves into the purpose and usefulness of groupwork. Academically students can learn a great deal from their peers. Groupwork challenges students to work hard on their individual portion in order to benefit their peers. It also pushes students to create roles for themselves and take initiative and responsibility. Groupwork can also be a way to introduce creative problem-solving skills to the classroom, and reinforce concepts that need more attention. Groupwork helps to develop higher order thinking skills and improves other basic skills as well.
In addition, our SIOP book talks about how groupwork is important for language learners. Speaking to students in familiar language instead of academic helps to build their English skills, have other language resources in the classroom, and connect with Native English speakers on a personal level.

Chapter 3:
This chapter serves to expose some of the flaws or possible interruptions to groupwork. Certain students tend to always take leadership roles in groups, while others linger back and allow the group to assign them a duty. In addition, work can be unequally distributed among members, or done by one person by themself. Groups can be off task, lazy and complacent. Groups create loop holes for students.
This was very true in my experience with groups from my Clinical Practice I. It was very challenging to try to get all members of a group to engage and participate equally. If I partnered language learners with strong and patient students, those language learners often rode behind the native speakers in work, and the native speakers were more than willing to "just do it themselves". Some even get frustrated by groupwork and argue against it. With groupwork there will always be challenges.

What I'd like to know next is how to get lower-performing students to step up in groupwork and take initiative. Should I assign roles, and give leadership roles to those students? What about research groups if some students don't have access to the internet? Should I allow for a whole day in the library, or have students go on their own time? How often should groupwork be used? Students can get burned out on groupwork, so how do you motivate them?