The elements of a group learning space consists of students to work in groups of two or more following a topic that has already been addressed in class (Brophy, Alleman, Knighton, 2010). Within their groups, students are to decide how to complete the task required.
The advantage of this learning space is that it allows students to work in collaboration with their peers. Thus, it’s expected that the quality of their work will be higher than if the task was completed independently (Brophy, et al., 2010). The pedagogical benefit of this learning space demonstrates to the teacher how co-operatively students work in groups. It also allows teachers to give students a little more responsibility over their learning. This can result as a form of motivation and encouragement for students to complete the required task.
On the other hand, as students are given full control on how they work within their groups, there’s not an accurate measure that allows a teacher to see how efficiently each member have contributed (Brophy, et al., 2010). This is a pedagogical issue as the mark a teacher gives for the group may not necessarily be a true reflection of the input of each individual members. Thus, a key importance of learning within this space is how teachers choose to assess the groups (William, 2010).
The advantage of this learning space is that it allows students to work in collaboration with their peers. Thus, it’s expected that the quality of their work will be higher than if the task was completed independently (Brophy, et al., 2010). The pedagogical benefit of this learning space demonstrates to the teacher how co-operatively students work in groups. It also allows teachers to give students a little more responsibility over their learning. This can result as a form of motivation and encouragement for students to complete the required task.
On the other hand, as students are given full control on how they work within their groups, there’s not an accurate measure that allows a teacher to see how efficiently each member have contributed (Brophy, et al., 2010). This is a pedagogical issue as the mark a teacher gives for the group may not necessarily be a true reflection of the input of each individual members. Thus, a key importance of learning within this space is how teachers choose to assess the groups (William, 2010).
Figure 8