Collaborative, Small Group Learning

Collaborative, small group learning engages students in groups of about 2-6 students with a learning experience where the initial parameters are often defined by the instructor.

When using collaborative, small group learning with your students consider the following:

What are you procedures for students on how they will behave and act when they are in their small groups.
Identify how your students will get into small groups.
Where will students work on their learning experience?
What materials, if any do students need for their learning activity?
What products will students have completed when they are done?
Will students be assigned specific roles?

Examples of collaborative, small group learning include but are not limited to:

Think-Pair-Share
Jigsaws
Numbered Heads Together
Roundtables
Discussions

Feel free to browse different examples of lessons and activities that highlight collaborative, small group learning below.

Title

Preview

Case Question 4

Case Write-up Questions
The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "Reforming Social Security Around the World," Kellogg KEL493.

Answer for one country only: How would you change the social security system in (US, France, or Japan)?
Case Question 3

Case Write-up Questions
The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "New Theories of International Trade," HBS 9390001.

Should UK remain in the European Union? (yes, no) What are the advantages of Protection?
Case Question 2

Case Write-up Questions
The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "Menem and the Populist Tradition in Argentina," HBS 9700061.

Explain 3 events from the case (such as devaluations, policy choices, growth, change in export prices, etc.). Do the diagnostic, and explain the impact using the BBNN.
Case Question 1

The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "U.S. Current Account Deficit," HBS 9706002.

Is the US sustainable? Find in trading economics the CA and Wage Changes in any of the last three years and do a BBNN diagnostic!
Scenario Presentations

Each student must make three oral presentations focused on three of the 14 scenarios available in this section. Two students will sign up at the start of the semester for each scenario. The third presenter will be selected at the beginning of the class to speak about that day's scenario. Students will be graded on both their answers to the assigned questions and the clarity of their presentation. Short descriptions are provided below. These presentations account for up to 30 points of your final grade.
Discussion Question – Innovative Games

Both authors emphasize the potential of games to address relevant social issues and educate the gamers. What are some cultural, political, or ethical issues that you think might be usefully addressed by games? How would you design a game to address this issue? (Brainstorm and get creative!)
Discussion Question – Why Eat Less Meat

The website Why Eat Less Meat cites four major reasons to eat less meat: the efficiency of the global food system, the environment, health (both personal and public), and animal welfare. Which of these reasons to eat less meat do you find most compelling? Are any of these reasons (or the combination of them) compelling enough to make you think you personally should eat less meat? Why or why not?
Discussion Question – Famine Relief

In his clip from Examined Life, Peter Singer argues that we should all be giving substantial amounts of money and/or time to famine relief, e.g., by giving to Oxfam. He draws on an analogy: suppose you were walking by a shallow pond and a child was drowning. All you need to do to save her life is wade in and help her, though you would ruin your nice shoes. You are morally required to sacrifice your shoes to save the child's life. He argues: children are dying every day from famine. If you restrict yourself to what you really need and sacrifice luxuries, giving the money you save to famine relief, you will save many lives. So you are morally required to do so. What do you think of the analogy?
Discussion Question – What can a body do?

In the Judith Butler / Sunaura Taylor clip from Examined Life, Butler considers the question "what can a body do?” She and Taylor suggest that the "can" here is not just about what bodies are physically capable of, but what constraints are imposed by society. They consider the possibility that gender and disability are similar, socially speaking, because there are substantial social constraints on how we can use our bodies to enact our gender and/or physical capacities. What do you think? Is there an analogy here? What other social constraints are there on our embodiment?