Group Building for Improved Instruction
in Postsecondary Social Science Classrooms

Lawrence Lyman, Harvey C. Foyle
Emporia State University

     The social sciences invite active involvement, collaboration, and cooperation in postsecondary classrooms. Creating and nurturing a collaborative environment, however, does not occur by chance. Postsecondary students often remain passive during classes and isolated from other students. In some classes, a few students can dominate class discussions, discouraging participation from less confident students.
     Group building activities are activities which are structured by the professor to promote the skills and attitudes necessary for collaboration and cooperation. Appropriate use of group building activities can help to create the environment needed to realize the well-documented academic and social benefits of successful collaboration and cooperation in the classroom (Lyman, & Foyle, 1990; Millis, Lyman, Jr., & Davidson, 1995). Group building activities can be used at the beginning of class to get students actively involved and to begin class on a positive note. During class, group building activities can provide a time for transition between topics or activities. As the class period is concluding, a group building activity can energize the students and provide an upbeat ending to the class session.
     One of the benefits of group building activities, especially early in the semester, is the opportunity for the professor to learn more about his or her students. While observing student interaction during group building activities, the professor can assess the collaborative skills and attitudes of individuals in the class, as well as, the overall ability of the students to work together as a group. These observations provide valuable data for the professor to use in structuring collaborative activities for students and for selecting cooperative structures which align with student characteristics and course objectives.
     Lyman and Foyle (1998) provide the following observation guide for professors to use when observing interaction during group building activities:
Observation Guide for Group Building Activities

1. Which students are leaders in group building activities?
2. Which students have good verbal skills?
3. Which students are socially skilled?
4. Which students are knowledgeable about course content?
5. Which students are shy, withdrawn, or reticent?
6. Which students have difficulty communicating?
7. Which students do not actively participate?
8. Which students seem to have trouble interacting with other students?
9. What collaborative skills seem to be strong with this group of students?
10. What skills or attitudes are needed by this group of students in order to be successful in future collaborative and cooperative activities?

     Group building activities can provide opportunities for students to become acquainted with each other and promote mutual respect. Students should be grouped so that they have opportunities to work with all students in the class at various times. As students become acquainted with each other, attitudes improve, and students seek to help one another. For example, when get-acquainted group building activities are appropriately implemented, students may express genuine concern for a student who is absent and assist the professor by collecting handouts or sharing notes with the student (Lyman, 1999). 
    Well-structured group building activities promote positive interdependence among students in the groups. To promote positive interdependence, the professor can design the activity so that one student would be unlikely to be able to complete the activity without assistance. Limiting materials to one set per group may help the group to work together. The professor may assign roles such as ‘writer’ and ‘reporter’ to individual group members to encourage active participation from all group members (Lyman, 1995).
     As the students are working on group building activities, the professor circulates throughout the classroom, observing group interaction and positively reinforcing appropriate behaviors in the groups. Problems with communication, verbal put downs, or other negative behaviors can be identified and addressed before they become barriers to collaboration and cooperation. Individual accountability for positive participation in group activities is facilitated by the professor’s proximity to groups as they are working together. The professor can provide the following activities for group members to discuss and note together as examples of get acquainted group building activities (See Figures 1 & 2).
     Group building activities can also provide opportunities for critical and creative thinking, problem-solving, enrichment, or review of content related to the course. Group building activities can also encourage interest and involvement as students work together. Group reward is an important component of successful group building activities.  When group building activities promote interest and involvement, the group reward for working together is a feeling of acceptance and belonging to a group. Activities which are fun and enjoyable also reward group participation and collaboration (See Figures 3 & 4). It is important that group building experiences provide opportunities for success for students as they work together.
     Group building can help to improve student interaction and engagement in postsecondarysocial science classrooms. Professors can learn about their students, and the students can learn about each other while interacting in get acquainted and content group building activities. Improved attitudes and a foundation for better collaboration and cooperation are important benefits of using group building activities.

References

Lyman, L. (1995). Group building in the college classroom. In H. C. Foyle (Ed.) Interactive learning in the higher education classroom. Washington, DC: National Education Association, 178-180.

Lyman, L. (1999). Group building in the college social science classroom in National Social Science Journal, 12(2), 74-77.

Lyman, L., & Foyle, H. C. (1990). Cooperative grouping for interactive learning: Students teachers, and administrators. Washington, DC: National Education Association.

Lyman, L., & Foyle, H. C. (1998). Facilitating collaboration in schools. Teaching and Change,5:3-4, Spring/Summer, 312-339.

Lyman, L., & Foyle, H. C. (1999, November 20). Lessons learned from a multiculturally, economically diverse classroom setting. A paper presented at the 79th Annual Conference, National Council for the Social Studies, Orlando, FL.

Lyman, L., Foyle, H. C., & Azwell, T. S. (1993). Cooperative learning in the elementary classroom (adapted from an activity).Washington, DC: National Education Association, 128-129.

Millis, B., Lyman, F. T., Jr., & Davidson, N. (1995). Cooperative structures for higher education classrooms. In H. C. Foyle (Ed.) Interactive learning in the higher education classroom. Washington, DC: National Education Association, 204-223.

Additional Readings

Blumberg, P., & Weimer, M. (2008). Developing learner-centered teaching: A practical guide for faculty. San Francisco, CA: Jossey-Bass.

Jacobs, G. M., Power, M. P., & Loh, W. I. (2002). Teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions.Thousand Oaks, CA: Corwin Press.

Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. Thousand Oaks, CA: Sage Publications, Inc.

Kagan, L., Kagan, M., & Kagan, S. (1997). Cooperative learning structures for teambuilding. San Clemente, CA: Kagan Cooperative Learning.

Martin-Kniep, G. O. (2008). Communities that learn, lead, and last: Building and sustaining educational expertise. San Francisco, CA: John Wiley & Sons, Inc.

Millis, B. J., & Cottell, Jr., P. G. (1998). Cooperative learning for higher education faculty. (American Council on Education/Oryx Press Series on Higher Education). Phoenix, AZ: The Oryx Press.

Nilson, L. B., & Miller, J. E. (2009). To improve the academy: Resources for faculty, instructional, and organizational development. San Francisco, CA: John Wiley & Sons, Inc.

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