Expecting the unexpected

Group activity is characterised by unpredictability. Reynolds (1994) states “Whatever their purpose, a characteristic of group methods is that people’s experience of them is more varied than the design on paper may suggest” (p.65). When setting group assignments, teachers will have a learning objective in mind and will make assumptions about how the activity will progress towards achieving its intended outcome. However, often the unexpected intervenes, upsetting the plans of both teacher and student as these examples illustrate:

• a group project requires interaction with an external client who is initially helpful but then withdraws co-operation, leaving students with insufficient information to complete a major assignment
• a group member is hospitalised before completing a task and so other group members are unable to complete the assignment as a substantial part of the project is missing.

Although careful planning of group assignments will prevent many problems, no amount of preparation will avoid all surprises. Both students and teachers need to adopt a mindset which acknowledges that the unforeseen may occur and develop the confidence and skill to deal with this. Students’ sense of ownership of the process can be built by a frank discussion at the beginning of the assignment. Why was a group methodology chosen? What learning can the student expect, both in terms of subject content and group process? What collaborative skills are needed for successful group work? What concerns do students have and what can be done to address these? If things go wrong, what general agreements can be developed to solve emerging problems? Discussion of these issues will help build student commitment to the group assignment process. If unintended consequences do arise, this prior discussion of issues will increase the likelihood that all parties will be flexible and supportive in finding a solution.

Group assignments are attractive in the opportunities for deep learning that they offer. But an appreciation of the nature and impact of group learning is essential, as is building the skills, and confidence to cope with unanticipated material and events (see figure 1). This includes allowing adequate time for discussion, and being prepared to work with peripheral but important material. The unpredictable nature of group assignments can engender experiences that are pleasurable or uncomfortable. Either way, with intelligent support and flexibility, they can enrich the student’s learning experience.

• Reynolds, M. (1994). Groupwork in Education and Training. London, UK: Kogan Page

Figure 1 Design intentions and actual outcomes developed by Booth and Reynolds (cited in Reynolds, 1994)