Overview
- In this activity, students are introduced to study groups that meet outside of class. The expectation in this course is that the learning community will extend beyond the class meetings and that students will participate in an out-of- class study group. The goal of this activity is to ensure that students understand the responsibility for their learning.
- Students will be given the opportunity to define a positive learning environment outside of the classroom, set group norms, describe how they can work together with peers, and find classmates to work with in a study group.
- This activity connects back to Forming Connections [1B], Our Learning Community.
- S2, S3, S4, C2, C4, C5, V1, V4 ← Link to EBTP descriptions
Prerequisite assumptions
Students should be able to do each of the following after completing the What to Know assignment.
- Identify the characteristics of effective study groups.
Intended goals for this activity
After completing this activity, students should understand that successful students learn best when they are actively involved in the learning process, that successful students working in small study groups tend to learn more and retain information longer than when the same content is presented in other instructional formats, and that students have a shared responsibility in a learning community. They should be able to describe how to form and conduct an effective study group, identify key characteristics of effective study groups, and form a study group and become an active member of the group.
Synchronous Delivery and Activity Flow
The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.
Frame the activity (6 minutes)
- Question 1 — working in pairs, then transition to a whole-class discussion S2, S3, S4, V4
- As students enter the room, have them discuss Question 1 with a partner. Once everyone has had a chance to talk about it, enter into a whole-class discussion.
- Solicit student input on reasons why students agree or disagree with the opening statement, “One component of a productive learning community can be out-of-class study groups.” Honor all reasonable responses by documenting them on the board.
- Transition to the activity by briefly discussing the Objectives for the activity.
Activity Flow (15 minutes)
- Question 2 — individual reflection, transitioning into a whole-class discussion V1, S2, C4
- Ask students to reflect individually on the question and record their answers. Discuss responses to the question as a class, but ask for volunteers, as some students may have responses that they are uncomfortable sharing. Students who do not choose to share their answers with the class could write their answers on 3×5-inch index cards and turn them in.
- Record students’ definitions of a study group on the board.
- Consider generating a class definition of a study group and discussing both positive and negative experiences students have had with study groups in the past.
- Questions 3-5 — individual reflection then partner discussions V1, S2, C4
- Ask students to reflect individually on the question and record their answers.
- Once everyone seems to be completed or nearly so, have students discuss their answers to Questions 3 – 5 with a partner.
- Solicit students to share their responses and generate a list of them on the board.
- Spend time addressing both the advantages and disadvantages of study groups and then discuss ways in which a group can overcome the disadvantages. Compile a list of guidelines on the board.
Wrap-up/transition (5 minutes)
- Question 6 — whole-class and working in groups V1, S2, C5
- Ask each student to identify three or four other students to form a study group with. Facilitate the formation of the groups, being sure each has declared a time and place to meet.
- Assign the homework or Practice and any What to Know pages for the Forming Connections activities you plan to complete in the next class meeting. C2
