Managing Group Work and Team-Based Learning

Group work and team-based learning (TBL) help students practice scientific reasoning, solve complex problems collaboratively, and learn to communicate their ideas effectively. When structured intentionally, group work increases engagement and supports students in developing skills essential to scientific careers. 

Setting Up Groups For Success

Strong group work begins with intentional planning and clear expectations.

Form Groups Purposefully

Thoughtful group composition supports equity and productive collaboration.

Use group structures that support learning goals

• Create diverse groups with varied experience levels or strengths
• Use stable groups for multi-week projects or TBL
• Use rotating groups for short activities to broaden peer interaction

Establish Norms and Expectations Early

Clear norms reduce conflict and uncertainty.

• Set expectations for participation, communication, and accountability
• Share examples of productive teamwork in science contexts
• Encourage evidence-based discussion and respectful disagreement
• Consider a short “team agreement” or discussion of norms at the start of the course

Designing Effective Group Tasks

The quality of the task determines the quality of collaboration.

Choose Tasks That Require Collaboration

Group work is most effective when it can’t be done well alone.

Design tasks that promote scientific thinking.

• Data interpretation with multiple possible explanations
• Case studies or real-world biological problems
• Experimental design or critique of methods
• Multi-step problem solving
• Concept or mechanism mapping

Align Tasks With Learning Objectives

Ensure group activities clearly connect to course goals and assessments. Students are more engaged when they understand why they are working together and how the task supports their learning.

Facilitating Group Work During Class

Instructor Facilitation helps keep groups focused and productive.

Circulate Strategically

Your presence supports engagement and accountability.

Guide Thinking Without Taking Over

• Ask probing questions (“What evidence supports that idea?”)
• Listen for misconceptions to address later
• Encourage quieter students to contribute
• Redirect groups that are off task

Use Structured Roles to Support Participation

Assigning roles (facilitator, recorder, evidence-checker, spokesperson) helps distribute responsibility, reduces dominance by a few voices, and supports inclusive participation.

Accountability and Reflection

Clear accountability improves both learning and group dynamics.

Balance Individual and Group Responsibility

Use Simple Accountability Structures

• Require individual preparation before group work
• Collect brief individual reflections after activities
• Use shared group artifacts (whiteboards, worksheets, diagrams)
• For longer projects, consider light peer feedback

Additional Resources

• NIH National Library of Medicine: The effects of team-based learning on learning outcomes in a course of rheumatology
• UC Berkeley Center for Learning & Teaching: Diversity Can Benefit Teamwork in STEM