This chapter focuses on how to group to people in such a way
that emptying the cup happens naturally. In my own position, I am rarely
working an entire classroom, so I didn’t find a lot of value here. For other facilitators, it might be of value
because it discusses a way of building relationships.
Solo grouping, Mendes points out, is best for reflective
periods. During my experiential learning class, I remember our final day, each
person was asked one by one to go out to a spot on a field, and reflect about
our journey in the class over the past week. A perfect example and use of solo
grouping.
Pairing – this is a good starter grouping. Each person is
guaranteed to talk, and so it builds a comfort level helpful later for bigger
grouping.
Triads – This came up in the experiential seminar as well.
We were grouped in threes, and each person had a role in a guided walk
exercise. One person was blindfolded, another person told them where to walk,
and the third observed. We each took turns. Triads are good for skill rotation.
Quads – The previous pairs can now be joined together, and
each person will have an “ally,” which whom they have developed a relationship.
5s and 6s – A greater cross-section – more potential for
problem solving and creativity. In my experience, this is when the group can
get too big as it’s easier for a person to blend into the scenery and avoid
participation.
The chapter ends with a come-back protocol, something I saw
Leann do in my instructional design course. We would break into groups
and then regroup. These discussions were always proceeded by an explanation of
how the regroup process works. Honestly, this whole discussion seems geared
more for the K-12 instructor, who may have difficulty regaining order in a
highly energized classroom.
That triad exercise last summer was awesome! Working blindfolded with strangers is a great way to make new friends. The rotation of roles was so important. I hope to use a form of this in the future. Team building, role development, perspective, etc. were all addressed. I learned so much that week regarding different forms of grouping. I love the reminder your post offers.
ReplyDeleteIt is really is a great example of triad grouping! Especially the importance of having an observer to a) provide an unbiased point of view to the events and b) to offer reflection. It's amazing how much information was packed into that week. :)
DeleteI just have to say that a group of adults can be just as distracted as a group of young kids where the instructor may need to regain order. My students sometimes have to be brought back to the class at hand especially when they are engaged in discussing another class. I think that working in different size groups is great. My students are currently working on a group project and it is always nice when we can come together in the end and teach other.
ReplyDeleteThat's true, Erin. I probably shouldn't have been so dismissive since I haven't as much experience in the classroom environment. Probably good for me to keep in mind should I be in that situation (And I hope to someday!).
ReplyDelete