Group Meetings Guide

Ahh…the wonderful group moment!  Some students love groups—others hate them with a passion—few have no reaction.  But “groups” are an indelible part of college coursework…and as more Americans realize they need post-secondary education, classes will expand and group work will increase.   There’s my prediction….and I’m already seeing it come to pass in schools across Virginia, so be ready when you hit that larger campus community! 

Given that inevitable participation, here are some universal guidelines/expectations for group work:

►   Focus:  Each group has a defined direction.....stick to it but make it your own.  Your stated focus gives you a path to explore.  Travel that path with an eye to revealing the aspects you, as a group, see as most significant......so you have to discuss to get to that consensus.  The ideal result of a group interaction is that each member comes away from discussions with not just a clearer view of the focus at hand but also a keener view of her/his reaction to that focus.   Listen to each other and share concepts you find on your own. 

► Be Prepared:  Sometimes (just sometimes….) there are those in the group that come to “hang out” and gather a few pertinent facts on works they haven’t read…and have no intention of reading or participating.  The group it their way to get someone else to tell them what the work was about or give them enough info to "BS" their way through the assignment.  Well…..No.  If group discussion moves to summarization, it's time to take a different direction.  Stick to the reaction/exploration focus and certainly explore specifics on that focus but remember-- the group’s purpose does not include summarizing works or interpreting for those who have not read them.  Your group has a goal--don't get distracted.

►  Synthesize/Analyze:  Your interaction should create new understandings of the text(s) in question--understandings that you will present to the full class.  Identify, through your group discussions, those aspects and what they reveal about the time, place, communities, individuals, events....all that apply.  Certain elements may be common through your discussion, but individual questions/conclusions are also a key factor in exploring the work(s).   Again, listen to each other--come to group sessions prepared for keen discussion.  Not only will that commitment add to your group's success, but it will most likely add to your own as you respond individually in your writing for this course. 

 ►  Be Resourceful:  Use group time to discuss questions not asked in class—or statements made that need more exploration—or ideas that have come in the reading.  Examine the focus of your section/group with an eye to expansion.   Share what you think and why you think it….listen intently….respect differing opinions that are well-supported and consider the possibilities.  Trust your own well-supported reactions.  Be respectful of everyone’s “time to talk” and expect the same for yourself.  Use this time to “think aloud” and gain from hearing what others have shared.

►  Be Inclusive:  This time is "Group" time.....not solo-flying.  Everyone needs to bring ideas to the table and be part of the whole interaction.  Some may gravitate naturally toward a leadership role, but in that role there remains the obvious:  leading does not mean dictating.  Others may see this time as "optional," but it is not.  Be aware that regardless of which exclusive choice one has made, that individual's lack of participation in group activity is clearly--blatantly--obvious at group presentation time. 

There will be some class time to work on group info because I realize that many of you have challenging work/school schedules, but planning time outside of class is also important, and you have the option of a virtual meeting via your group connection.  Get together, share files or links of interest on your group page, use your time  and your thinking wisely--that always pays off.