Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work
Figure 2
Typical lesson plan and marking scheme used in our fourth-year undergraduate biology course.
a) Typical lesson plan used in the Refined SGL sections. Lessons began with a quiz on the previous day's material: this quiz was completed by individuals first, and the same quiz was then attempted by the group. The quiz was subsequently taken up in-class. The rest of the lesson consisted of instructor-led lecture and discussion, interspersed with student-centred activities. Some lessons (6 per term) were entirely devoted to in-class group assignments; other lessons (8 per term) were devoted to seminar presentations. b) Marking scheme used in the Refined SGL sections. Students were evaluated using a variety of instruments. Group-based evaluations included the group seminar, group quizzes and assignments, and participation, whereas individuals were evaluated on their written report, individual quizzes, and midterm and final exams. In order to reinforce the importance of learning concepts rather than memorization, we allowed students one double-sided “cheat sheet” for both exams. Participation marks were based on peer assessment: each student rated the performance of every other member of their group according to five categories (attendance and daily participation, preparation, responsibility, respect and seminar participation).