LITERATURE REVIEW: Controlling Groups in Experiential Learning

LANGUAGE GAMES IN THE CLASSROOM SHL3652

• LITERATURE REVIEW

 

TOPIC: CONTROLLING GROUPS IN EXPERIENTIAL LEARNING CLASSES

 

            Experiential learning is an effective way of learning new skills in the classroom. One way for teachers to promote experiential learning in their teaching is by assigning group work among the students. This is due to the reason that group work requires students' participation and students will be more active working in groups. However, the students who are working in groups needs to be controlled because the situation in the class will be noisy and out of hand without the authority of the teacher. This takes into consideration of the role of the teacher in experiential learning and how the teacher will control the class in terms of deciding on the purpose of the activities and making sure that the students are doing the tasks assigned to them. Due to the insufficient amount of references on this issue, we have decided to elaborate on the general aspects of controlling groups in experiential learning classes.

 

Firstly, in experiential learning, there is normally a facilitator who facilitates the students' learning process. In his book Heron, J. stated that the role of the teacher in experiential learning is being the facilitator for the students. (1989). Therefore as a facilitator, the teacher needs to possess a good skill in controlling students doing group work.  Moreover when there are a large number of students working in different groups, group control is very crucial to ensure the lesson proceeds as planned. This is because through the guide of the facilitator, students will be able to learn better and the objectives of the lesson can be accomplished. It is said by John, Mulligan (1992), the task of the facilitators is to speed up the learning process of the learner (53). Therefore in order to reach this goal, the facilitator must exercise good group control skills.

 

As the facilitator is responsible for the students learning process, they need to control the group properly. One way of doing this is to give clear instructions to the students about what to do at the beginning of each activity. According to Rogers, 1969, the facilitator has much to do with setting the initial mood or climate of the lesson. (Boydell, 1976: 47). Apart from that, the facilitator must also state strict rules at the initial part of each lesson or activity so that the students remain disciplined and act accordingly throughout the lesson. In addition to that, the facilitator will have to tell the groups the purpose of each activity so that they know what they are expected to do. Rogers, 1969, also pointed out that the facilitator helps elicit and clarify the purposes of the group (Boydell, 1976: 47). Consequently, the facilitator has to make sure that the group work towards fulfilling the objectives of the lesson or activity. This must be done through proper group control.

 

Normally, when working in groups, students will tend to forget the purpose of the activity and talk to their friends. Consequently, in order to ensure that the task assigned is proceeding as planned, the facilitator needs to control the group so that they do not go off course. John Mulligan explained in his book that, the facilitator needs to constantly remind the individuals and the group as a whole of the purpose of engaging in the task. (1992: 121). Facilitator must control the groups and make sure that students are doing what they are supposed to do. If students are chatting with their friends and making a lot of noise, one way of controlling this problem is to avoid grouping students with their close friends. In this case the facilitator or the teacher must have authority during the division of group members.  It is best for the teacher to mix up the students. For instance, one group must have students from different races or from different backgrounds. Students with different races usually have different languages. Therefore, there is a probability for them not to talk other things rather than discussing to completing their task given by the teacher.

 

In conclusion, it could be said that, the skill of controlling groups in experiential learning is an important factor as it determines the success of a lesson or an activity. This can be done through stating ground rules, giving clear instructions to students and performing effective grouping of the students. The teacher or facilitator must make certain that group members work together to achieve the goal of each task. Furthermore, group control also requires the teacher to have the ability of disciplining the students so that they will participate in the activities and cooperate with each other and also the teacher.

 

By: Ruzaini Binti Ibrahim & Hanim Binti Kamaruddin

 

REFERENCES:

 

Boydell, T. (1976). Experiential Learning. Manchester: Manchester Monographs.

 

Heron, J. (1989). The Facilitator's Handbook. London: Kogan Page Ltd.

 

Mulligan, J. and Griffin, C. eds. (1992). Empowerment through Experiential Learning:

Explorations of Good Practice. London: Kogan page Ltd.

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