EDDG meetings: 13th and 14th October

Thanks to all those who attended the EDDG meetings and participated in lively discussions on the the themes of group work and group dynamics. As always, this is a reflection on some of the issues discussed, and not a minute of the meeting. Please feel free to add a comment on your experience of the meeting and your reflections. If you couldn't attend the meetings please add in your comments re group dynamics and working with groups.

We discussed several of the issues around working with different levels of students, particularly within the same class. Some of the challenges would seem to relate to individual behaviour of students, and understanding what that behaviour is about. It is tempting to label such behaviour as 'attention seeking' but perhaps 'attachment seeking would be more appropriate. For more information on attachment theory: Click here
It's important to consider the links between individuals feeling anxious/insecure and their attempts to gain a connection or response from the teacher that will help them feel secure. If the response from the teacher in the group is negative, insecurity and anxiety is increased, and there may a sense of giving up trying to attain a positive response, leading to further increases in anxiety and potential distancing from the group.

There was a great deal of discussion focusing on setting up groups and using a variety of activities and projects to scaffold learning. This was an area that many people expressed an interest in developing more, potentially through some workshops. We also reflected on working with the class as a whole, recognising the differences between formal groups and the dynamics within the everyday classroom experience. Developing a 'working agreement' or contract was seen as essential to promoting a positive experience.

There were some very good examples of learner engagement shared, with some reflection on how our own role and styles of teaching had an impact on the group. Can we encourage students to be more active in the setting up of the classroom ?

A lot of discussion focused on power and how this in demonstrated between
lecturer and students , and of course, between students. This includes the physical environment but also issues around assessment. Can we use peer assessment more ?

It was encouraging that many lecturers regarded working with the whole group as a valuable way to develop the four capacities of curriculum for excellence: Curriculum For Excellence

Of course, all the literature and theories we have discussed are relevant to working in our teams as well as our student groups. Perhaps it's worth reflecting on the roles people play and the stage of development of your team ?