Designing group learning activities

As an academic teacher, it’s important to recognize how implementing group activities without proper design and management can pose several risks: unequal participation, conflict and disagreements, off-task behavior, lack of accountability, ineffective learning, negative group dynamics, frustration and demotivation.

To mitigate these risks, it’s essential to understand how to structure, facilitate, and manage group activities effectively. That why in this workshop we will work together on setting clear expectations, providing guidelines, monitoring group progress and fostering an environment where all students feel valued and engaged.

Learning outcomes:

• Reflect on current teaching practices related to group activities.
• Identify potential challenges and risks associated with group activities, such as unequal participation, conflicts, and off-task behavior.
• Demonstrate the ability to tailor group activities to address potential challenges and enhance positive outcomes.
• Develop strategies to enhance active participation and engagement in group activities.
• Identify areas for improvement and incorporate new strategies learned in the workshop into future teaching methods.

Competences developed in the course:

The course develops competences falling under Pillar 1 (Learning and teaching planning and design) and Pillar 2 (Managing the learning and teaching process) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:

• Pillar 1: The teacher selects teaching strategies that contribute to achieving the expected learning outcomes and adapts them to the students’ needs.
• Pillar 2: The teacher utilizes a variety of strategies that promote student active learning.

The course is designed for those with English language proficiency at B2 level or above.

Instructor:

Manuela Milani is an academic developer with more than 20 years of experience in different Universities in Europe. In the last years she has designed and delivered many training and professional development activities for faculty members. Her publications include several papers on the use of cultural differences in teaching and learning, on teaching observations practices and faculty training design and quality of teaching perception.