The Teacher 155

43 The Teacher  1 (155) 2018 Methods              Karol Gotfryd A graduate of Gdańsk University. Since 2009 a teacher at Studium Jezyków Obcych at UWM University in Olsztyn. He has been teaching specialist language to undergraduates of various faculties, such as economics, technical studies, veterinary science and geodesy, as well as PhD students. Favourite teaching methods: groupwork, role-playing, self- and peer correction. Passionate trader of Polish stocks at Warsaw Stock Exchange, follow @GotfrydKarol for details.              Preparing group work Karol Gotfryd A lthough teachers may not admit it, organizing and managing effective group work is the ultimate dream in our profession. When group work runs smoothly, students interact and learn from each other, and achieve the desired goal or the final product – it all feels like a miracle, rather than routine. Many teachers give up this dream, scared by the scale of difficulty which must be overcome, together with all the unwelcomed consequences of a group-work-gone-bad; the result is that the 20-year old students whom I teach at college have had very little exposure to this form of classroom work over the 15-year period of their school education. Group work should be prepared in advance and introduced gradually, which is the point made in two books on the subject: Sue Cowley’s ❯❯❯ “The Seven R’s of Great Group Work” and Elizabeth G. Cohen’s “Designing Groupwork”. My own observations, based on large classes of young adults I teach at university, certainly support such gradual approach. In this article, I would like to shed some light on the typical tasks for group work, work division and role allocation, as well the size and composition of groups.

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