During Problem Solving Groupwork tasks, students sit in heterogeneously mixed groups to work on challenging projects, such as preparing a dramatization of some aspect of history or drawing a visual metaphor to represent a historical period. The projects require the use of multiple abilities so that every student can contribute. Each student is given a defined role—such as graphic designer, stage manager, director, or script writer. As students work on the task, the teacher serves as a resource. After completing the task, groups present their findings to the class.

1. Prepare students for cooperative groupwork.
Many students have had few successful experiences in cooperative tasks—in school, at home, or among their friends. Students must be prepared for cooperation so they know how to behave in the group without direct supervision. Set aside class time to create a new set of cooperative norms as discussed in the last chapter,“Creating the Cooperative, Tolerant Classroom.” While these cooperative skills can be applied during any activity, they are imperative for groupwork.

2. Give students tasks that require higher-order thinking skills and multiple abilities.
Successful groupwork tasks challenge students to use their problem solving skills to find innovative answers to complex problems, such as creating a dramatic presentation about some aspect of history, bringing the ideas of a historical figure to life, or creating a visual metaphor representing a period of history. Nothing kills the enthusiasm and meaningful interaction of a small group faster than working on a simple task with discrete answers. Once you have thought of a task that you feel will fully engage students’ problem solving skills, make sure it also requires the use of multiple abilities so that all students have something to contribute.

3. Place students into heterogeneous groups of four or five.
Plan to spend about twenty minutes forming heterogeneous groups for each of your classes. Balancing groups in terms of gender and ethnicity is relatively easy. And, after having students together for a short while, you will have an idea of the social circles that exist so you can use groupwork to break up cliques. The most challenging variable is determining predominant intelligences. The best way is through careful observation of your students as they work on various multiple-ability projects. To get a rough idea of your students’ cognitive strengths, however, have them complete “Identifying Your Multiple Intelligences: Assessment 1 and Assessment 2” on pages 45–52. Use the results, coupled with your observations, to balance groups by cognitive ability.

4. Give each student a specific role to perform.
One of the most efficient methods for creating smooth-functioning and productive groups is to give each student a specific role to perform—such as graphic designer, actor, stage manager, or director—and to give the group clear instructions on how to proceed. This will help ensure that all students contribute and will prevent one member from dominating the group process. The key to creating these roles is to find an efficient division of labor so that each student is doing part of the groupwork task but all parts of the task are positively interdependent.

5. Allow students time to prepare high-quality products.
At the end of each Problem Solving Groupwork task, students share the product they created, such as a colonial brochure advertising the features of a particular colony, a minidrama bringing to life some scene from medieval life in China, or a newscast about the effect of World War II on some group of Americans. Since the product or presentation is often the only time the entire class learns about each group’s historical information, it is imperative that you give students enough time—usually two to four class periods—to create high-quality products.

Creating Monuments to Daily Life in Constantinople

In this Problem Solving Groupwork activity, students work in groups to create monuments – using only their bodies – to one of nine aspects of daily life in the city of Constantinople, then decide where to place their monuments in the glorious Byzantine city