Give students explicit prompts to think about group processes during PBL¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because students in this study made minimal reference to higher-level cognitive or metacognitive benefits of group work, the authors suggest that students need explicit prompts to trigger their thinking about group processes, and that teacher education PBL tutors should draw students' attention to the professional language of educators. This recommendation responds to the finding that collaborative learning does not follow automatically from placing students in groups.

Design Implications¶

Context¶

Requirements¶

• Tutors positioned to scaffold collaborative learning skills, provide feedback on group performance, and model collaborative classroom ethos

Constraints¶

• The article frames this as a suggestion ("may require"), not a tested manipulation

Target Learners¶

• teacher education students working in PBL tutorial groups

Target Learning Goals¶

• metacognitive awareness of group processes and collaborative learning

Related Strategies¶

• Strategy Identification & Reflection
• Metacognitive Accountable Talk Stems

Examples¶

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Key Sources¶

• Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330