How to help ensure success with group work?

1. Pay attention to power: Gendered expectations of proper behaviour change from one culture to the next, and some international students received their primary socialization in cultures that explicitly enshrine patriarchal norms. These international students must learn to navigate new social norms while also learning how to express themselves in English. It is important to pay attention to how power operates at this intersection of gender and linguistic ability because it can influence students’ experiences of small group dynamics.
2. Pay attention to collective vs individualized experiences: Some students may face difficulties in speaking out loud in groups due to the emphasis on collective learning in their home countries versus the culture of individualized learning that informs Canadian universities.
3. Diversify group work only when appropriate: It might be more appropriate in some situations to allow students to choose who they work with, rather than assigning students to groups. In either case, it is essential that all students know that discrimination is not tolerated. Dividing students for group work.
4. Use group collaboration rubrics: it could be worthwhile to give students a rubric on which they can grade their group members. This provides students a proactive way to express any frustrations that they might encounter, as well as provide instructors information on individual efforts within the group. Making it clear how group efforts are graded will help everyone understand the expected level of collaboration and effort. Grading strategies.
5. Making Group Contracts: When students write down and agree upon ground rules, expectations, roles, and responsibilities in the form of a contract or project charter, they can help keep one another on track and accountable. Visit this resource to learn more about making group contracts. Making group contracts.
6. Assign roles within the group:  Consider defining group work in terms of roles, such as discussion facilitator, notetaker, or scheduling coordinator, as well as requiring students to clearly identify which group members will be responsible for each aspect of the assignment. Talk about roles, norms, expectations, and power dynamics that are found in small groups. In addition, it’s important to check in with students throughout the assignment to find out how the process is going, rather than wait until the group work has reached its conclusion.