Designing Group Work

Tutorials and Seminars

Ground Rules: Create a trusting environment by establishing ground rules for group discussions, ensuring all students understand expected behaviours and can voice their communication needs.

Accessibility: Consider classroom accessibility, opting for flat-floored rooms that accommodate students with mobility challenges. Ensure students are comfortable with any technologies used to support group work. Evaluate room acoustics and offer quieter breakout spaces for students with hearing impairments or communication difficulties.

Note taking accessibility: Facilitate effective note-taking through approved recording methods, such as lecture capture or group note-sharing, while adhering to university policies regarding recordings. Be mindful of students with disabilities who may struggle with traditional note-taking.

Structure and Routine: Structure small group tasks by having a volunteer read the task aloud to ensure comprehension, especially for those with literacy challenges.

Time to Break: Clearly indicate breaks during sessions, as unstructured time can be stressful for students with anxiety or autism. Ensure all students know when breaks are available to recharge.

Adapted from University of Leeds Inclusive Small Group Teaching Guide

Group Work

Set Clear Expectations: Clarify the purpose of group work, establish ground rules, and explain the skills being assessed. Ensure students understand the benefits of collaboration, especially those from backgrounds less familiar with it. Be prepared to provide support and reasonable adjustments for disabled students.

Assign Groups and Roles: Randomly assign diverse groups to enhance global understanding and communication. Use your knowledge of students to designate roles (e.g., chair, note-taker) to alleviate anxiety and avoid dominance or marginalisation issues.

Encourage Inclusive Organization: Advise students to choose accessible communication technologies and physical meeting locations. Emphasise the importance of recording meeting outcomes in writing to ensure clarity and prevent misunderstandings.

Give Advance Notice: Inform students about group work timing in advance to help them prepare and address concerns.

Monitor Progress: Regularly check in with groups for feedback and provide support. Encourage students to discuss issues with you to prevent isolation and resolve problems.

Disability Disclosure: Discuss communication or participation challenges with disabled students beforehand. Offer support from Disability Services and help students decide on disclosing their disabilities and the best way to do so.

Adapted from University of Leeds Inclusive Small Group Teaching Guide