Work in groups

In the context of the previously mentioned didactic triangle, in independent work, students are placed in a direct relationship with the teaching content without direct guidance from the teacher. However, the teacher is very much present in independent work as an organizer, moderator and facilitator of teaching. Poljak (1991) points out that in independent work, students independently prepare themselves for the processing of new teaching content, i.e. for independent study, practice, repetition and verification of acquired knowledge. The teacher assigns tasks, motivates them, recommends sources, provides the necessary instruction on the content and method of work, instructs them in the preparation of material and technical equipment, and supervises the performance of independent work and checks their results, but without the teaching function. Therefore, this type of work is called independent learning, self-education or autodidactic work.

Types of independent work

We distinguish several types of independent work: group work, pair work and individual work. Pair work represents a smaller numerical formation of students for independent work. A prerequisite for pair work is the work discipline of both partners. Individual work refers to individual independent work by students, where the tasks are shorter and are assigned to all students at once.

Organization of group work

Group work is carried out by forming temporary smaller groups of students within a larger group of students who work independently on certain tasks and present the results of their work to the teacher or the entire group. Poljak (1991) explains how to organize group work:

1. The teacher introduces all students to the work program, i.e. specific tasks that they will work on independently in groups. The teacher can determine the total number of groups in advance or do this directly during class. Then, he instructs them in the work technique, the use of various sources and other materials and the method of recording the results of the work, and explains the purpose and goal of the work.
2. Groups are formed in a way that avoids purely mechanical criteria (such as alphabetical order, seating position, or gender); instead, group composition should be based on students’ interests in a particular task or topic.
3. The teacher allocates the tasks prepared in advance according to the number of groups. Tasks can be structured in two ways: either all groups work on the same task, competing to complete it more quickly and effectively, or each group is assigned a different task, with each contributing to a larger, more complex project. In the latter case, the results of all groups are later synthesized into a single outcome.
4. Once the preliminary organization is complete, groups begin independent work. Each group then self-organizes, agreeing on a group leader, dividing responsibilities, and establishing a timeline or schedule.
5. After the work is completed, the group representatives (and possibly the entire group together) report on the results of their work. The reporting again switches to joint work and synthesizing the results of all groups.

Advantages and disadvantages

The advantages of group work are that the students are the ones who carry out the main part of  teaching and are placed in a direct relationship with the teaching content and sources they are learning. Furthermore, there is constant direct cooperation between students.

Possible shortcomings include reduced concentration due to lack of teacher guidance, possible difficulty in separating the important from the unimportant, and uneven distribution of tasks, which can lead to frustration for individuals or the entire group.

Poljak, V. (1991). Didaktika. Zagreb: Školska knjiga.