There’s a reason that the NSW BOSTES Syllabus specifically sets “communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction” as the topmost outcome. The findings of Vygotsky and many other renowned scholars has found that communication is a key facet to learning. In a student’s beginning years it acts as a way of learning and expressing basic ideas (wants/needs) and in later years these thoughts culminate into the critical essays that are marked for the HSC. Group work is utilised as a method for learning at all levels in instructive frameworks. It helps students to learn teamwork (essential to life and future careers), to learn to create more intricate ideas and to learn how to express themselves. However, the size of a group is also important. Too big and the group becomes prone to ‘groupthink’, which is the inverse of the desired outcome.
‘Groupthink’ is a common phenomenon in the corporate world, wherein individual’s censor their own opinions in order to fit in with the group. This aversion to expression of every idea is in opposition to a healthy learning environment. An example of this danger is the famous situation in 1986 wherein the rocket, ‘Space Shuttle Challenger’, exploded into flames during takeoff. The crazy thing, was that all of the professionals involved with deciding whether the flight would go ahead knew that it had a 99% chance of failure, yet due to the strong opinions of one team member (who pushed for the flight to happen due to the social pressures of pleasing television viewers), the experts censored their own opinions and let the mission go ahead. This is the exact type of circumstance that limits children in their capacity to learn at school. A typical school classroom is made up of 30 children. This size leads children to feel scared and ashamed of asking questions – in fear of looking uneducated or being laughed at. For this reason, K12 Academy limits class sizes to 6 children and to 3 children for HSC groups. Groups are beneficial, but only when done right.
The polls were distributed to understudies in various investigation programs at two colleges in Sweden. The present outcome depends on a reanalysis and subjective investigation framed as a key piece of the examination. The outcomes demonstrate that the greater part of the understudies’ encounters included group work that encouraged adapting, particularly in the region of scholastic learning. Three vital essentials (learning, consider social capacity, and association) for group work that filled in as a successful teaching method and as a motivator for learning were recognised and talked about. Every one of the three reflections encourage or hamper understudies’ learning, and in addition affect their encounters with group work.
Vygotsky’s Social Development Theory proposed that social interaction between a student and a “more knowledgeable other” was the basis for learning, especially if this learning occurred within the “zone of proximal development” (ZPD). The ZPD refers to learning which is neither too challenging nor unchallenging. Thus, it refers to the well known fact that if children are able to receive teaching that is tailored specifically to their own personal needs, they will learn much more effectively. Blooms Taxonomy is another well renowned proposal for learning structure. This model proposes that the highest level of learning, the stage at which you can be sure that an individual completely understands a subject, is if they can teach it to someone else – they can produce original work in order to explain the concept to another. For these reasons, tailored group-work is the ideal way of learning. Students learn through communication, both with their teacher and amongst themselves.
More generally, group-work serves to teach many essential life skills. Conflict resolution, mediation, leading others, helping others. All of these skills are unavoidably necessary. Whether you work as a doctor, or as a painter, there will always be necessary communication. The earlier that children are exposed to these situations, the more formative these experiences can be.
Thus, in consideration of many years of research, 1-6 people in a group is the ideal way of learning. It allows tailored education as well as communicative benefits and it avoids the dangers of ‘groupthink’. If you are looking for effective, optimal learning, this is ideal for you.
K12 academy has often organizes Group activity for students & we believe in group activity that is ideal way of learning.