1. I will initially assign people to groups. Depending upon class size, I try to have groups of 7 people ± 2. I try for a mix of skills and backgrounds in each group; from time to time, I do form single sex groups (or use a different distinguishing dimension such as work activites). Changes desired by individuals will be considered on a case by case basis.
2. Each person will individually prepare a response to a question and then discuss it with one or two others in the team. After reasonable exploration and gaining good understanding, the response will be presented to the rest of the small group.
3. Each group, once confident in its position, will assist other groups in the class until every student understands the lesson, concept, technique, etc. under study.
4. Group performance will be evaluated by the random selection of one group member whose individual performance will be evaluated by me and, for graded work in a classroom, a group grade will be assigned.
5. Each member or team will often be given certain subject matter responsibilities prior to small group work. Following a short period of preparation, their task is to ensure the other team or group member(s) understand the material and can practice specified techniques or perform indicated exercises.
6. In addition to subject matter roles and responsibilities, each group member will rotationally be given one of the following four roles: 1) Summarizer (makes sure everyone keeps the proper perspective on the discussion); 2) Checker (makes sure that every team member understands the discussion/material); 3) Accuracy Coach (ensures the accuracy of information discussed); and 4) Relater (Links the current subject to prior and future topics throughout the discussion).
| Small Group & Team Building Process | Team Ground Rules | Peer Evaluation Form |
| Current Courses | Previous Courses | Course Guidance |
| Phil Richardson; prichard@faculty.ed.umuc.edu |
Revised 13 June 2004 |