Pair and groupwork activities

Pair and groupwork activities comprise a broad and substantial range of learning activities that includes open discussion, structured debate, formative peer assessment and review, collaborative annotated readings and viewings, group problem-solving tasks, literary circles, performance and demonstration.

When choosing an activity type, consider the alignment of the activity with subject learning outcomes, disciplinary and/or professional practices (for example remote/global workforces, performance genres) and skills, and the complexity level of the task.

The key functions of pair and groupwork activities are:

• To develop or sustain a cohort experience for learners, promoting a collective, constructivist and collaborative learning environment
• For learners to develop, apply and evaluate the skills and graduate attributes of communication, collaboration and collegiality
• To demonstrate how knowledge is constructed cooperatively and critically through dialogue, debate, and divergence.

How to implement

Step 1: Design collaborative activities to support intended learning outcomes

Plan your activity to align with intended learning outcomes, and design it so that students can make the most of the opportunity to collaborate and co-create.

In the activity brief, let students know that the activity requires collaboration to achieve these outcomes. Wherever possible, provide students with options on how they engage and express themselves. Prepare with the assumption that some students will have impairments in vision, hearing or mobility, and provide options that allow students to choose the best mode of communication for them.

Be prepared to tightly regulate the timing, or alternatively be ready to adapt the session if there is a benefit in letting the activity run over time.

Step 2: Prepare and set up the activity prior to the teaching session

These activities sometimes require preparation prior to the session, both by you and your students.

For you, this may include allocation of groups, allocation of roles within groups, or providing the brief or spark for the activity beforehand in the LMS so that students know what is required and can prepare.

This brief can contain clear instructions on what is expected, the steps needed to complete the activity, and a statement explaining why the activity has learning merit (such as aligned to outcomes or authentic and inspiring), which may include the online tools to be used.

However, if spontaneity and surprise are integral to an activity, clearly outline tasks and timing and check in on tables and breakout rooms.

Step 3: Manage time during the session

Regulate the time so that all students have the opportunity to participate, and to fit in with the rest of your planned teaching and learning activities.

Check in with pairs and groups as they engage in the activity if appropriate and be available for questions.

Step 4: Facilitate feedback

Feedback during and after the synchronous collaborations may include:

• Self-reflection, with students assessing their performance, and their perception of the value or benefit of the activity to their learning
• Peer review of the products processes of the collaboration
• Staff feedback during and after the activity.

Suggested pair and groupwork activities

When planning pair and groupwork activities, think about discipline and professional practices, and alignment to learning outcome and assessment. Also consider equitable student experience and classroom practicality.

Some activities, such as a reading or quiz, may be more meaningful and authentic when students do them individually and independently in the LMS rather than in the classroom. However, pair and groupwork activities may be designed to build on and extend those individual activities.