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Teach students about the roles of the group and how they can work together as a team.

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Break the project up into parts and have each piece due on different days. Post due dates around your classroom to remind students of the due dates.

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Let students work on the project in class. That way students who have trouble can come ask questions . Then you can also observe students in groups.

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Have students write reflected reviews on their own work.

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Follow up with individual assessments of learning to see what the student took away from the project.

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Giving each student a role in the group. Student can play roles like leader, writer, or time keeper.

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This video describes the four roles of group members that will be used in class, as well as an example of how discussion time should be used.

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Teaching Group Work: Building Student Collaboration and Agency

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Teamwork Theory: Tuckman's Stages of Group Development
Probably the most famous teamwork theory is Bruce Tuckman's "team stages model".
First developed in 1965, Tuckman's model is widely known as a basis for effective team building. Yet how many people really know how to use it?

Below we explain Tuckman's model and offer some fresh insights on how to take it further.

But before reading on why not take the chance to "team-up" with our great range of e-guides . The complete set is now available at half price!

You'll find advice, tips, tools and new models which you won't find anywhere else. You can read about the real benefits of our teams bundle in our article on team building activities. Or why not download your half price offer right now! You're in good company with satisfied customers from over 30 countries around the world. Click the image below to view some of our most popular e-guides:

Tuckman's model is significant because it recognizes the fact that groups do not start off fully-formed and functioning. He suggests that teams grow through clearly defined stages, from their creation as groups of individuals, to cohesive, task-focused teams.

Our e-guide: Build a Better Team, has been specifically designed to help you understand and use a team stages model. It contains a tool for each stage to help you build a high-performing team - as quickly as possible.

Tuckman's Teamwork Theory

Tuckman describes working with a team of social psychologists, on behalf of the U.S. navy. The team studied small group behaviour, from several perspectives. In doing so, Tuckman reviewed 50 articles on group development and noticed that there were two features common to these small groups: the interpersonal or group structure, and the task activity. From this he identified that groups evolved into teams via four common stages.

Firstly an orientation, testing phase which often led to a period characterized by a degree of conflict. This then generally resolved itself, leading to a more socially cohesive phase. Finally, groups settled to a functional phase, during which they focused on role-relatedness. To summarize these four phases, Tuckman coined the oft-quoted terms: "forming", "storming", "norming" and "performing".

Tuckman's teamwork theory is best illustrated on a graph which shows the link between group relationships (the horizontal axis) and task focus (the vertical axis). The optimal or "performing" position is reached when relationships have developed within the group and it has started delivering with a clear focus on the task.

However, Tuckman's ideas clearly indicate that it takes time to reach the "performing" stage, and it's normal for these teams to go through ups and downs as they develop relationships. Particularly in the early period, which is perhaps why Tuckman called it the "storming" phase!

The 4 Phases of Tuckman's Teamwork Theory

Forming:
The initial stage of team development during which individuals have not yet gelled together. Everybody is busy finding their place in the team, sizing each other up, and asking themselves why they are here! Find out more in our articles: Team Building Techniques and Teamwork Tips. The first offers advice on starting a new team while the second will help you take over an existing team (perhaps a far more common situation).

Storming:
People begin to see themselves as part of a team. However at this stage they may challenge each other, and the team leader, about such things as what the team is doing, and how things should be done. As the stage title suggests, conflict and confrontation typify this stage, as differences surface. This may result in some loss of performance or focus on the task, as the diagram illustrates.

Norming:
This is the phase where team members start to come together, developing processes, establishing ground rules, clarifying who does what, and how things will be done. This phase is characterized by a growing sense of "togetherness". Find out more about both the Storming and Norming phases in our article: Team Building Concepts.

Performing:
This is the final stage where increased focus on both the task, and on team relationships, combine to provide synergy. Performance is delivered through people working effectively together. We have written two articles to further develop this stage. Team Building in the Workplace will help you build a performing team. Characteristics of Effective Teamwork will help you and your team sustain that performance.

The value of Tuckman's model is that it helps us understand that teams evolve. It also helps us to consider how they may encounter different problems at different stages of their development.

One limitation of the model may be that it makes team building appear too linear and sequential. Although it's a useful analytical tool, we must remember that some teams may "loop" around in their development.

For example, not all teams evolve smoothly through Tuckman's stages but may yo-yo between norming and storming until they either begin to function, or are disbanded! Regardless of limitations, all well-conceived models can be useful in helping us to understand and better manage our circumstances.

Beyond Tuckman

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Professor Dennis J. Garritan, Adjunct Professor, Harvard University

Tuckman's famous phases are part of a teamwork theory based on stages of team development. His theory may have gained popularity partly due to the catchy labels for each of his stages.

However, it also provides a useful and simple way to think about how we humans interact in team situations. Firstly by illustrating that it's normal for teams go through stages as they develop. Secondly, by highlighting the need to manage different aspects of team behaviour at each stage of that development. The beauty and usefulness of Tuckman's model is perhaps in its simplicity.

Team development theories such, as Tuckman's group development stages, recognise that teams develop through different stages, from forming through to performing.

Whilst these theories give a useful understanding of different team requirements at different times, there are a number of questions that aren't particularly well answered by the models. For example:

How should you lead at the different stages of a team's development?

How do you identify when you are progressing through a stage?

How does the team develop in the organisational setting?

How is it affected by other outside influences?

The theory of group stages alone doesn't answer these questions. To do so, and thus to build a more robust teamwork concept, ideas about team leadership and outside factors need to be introduced. We've done just this in our STAR team performance model. You can see how this model applies to group stages in: Stages of Team Development.

This is the first of ten articles in our teamwork series. But for some practical tips on using teamwork theory, look at our great-value guides (below), or at our Team Building Exercises for all team stages.

Team Building Exercises and Team Stages

The exercises in this guide are grouped according to our team stages model. Remember, each team is unique and needs to be led through several developmental stages. These include:
Creating a new team or taking over an existing team

Exercise 1: Being a TEAM together

Exercise 2: True or false

Exercise 3: Who does what in a team?

Exercise 4: Getting the mix right

Exercise 5: Doing something for the first time

Exercise 6: Two years from now

Developing a team

Exercise 7: A clearer vision

Exercise 8: Mad, sad or glad

Exercise 9: Seeing the bigger picture

Exercise 10: Positive feedback

Exercise 11: Conflicting views

Performing and achieving results with a team

Exercise 12: Did you notice?

Exercise 13: Limiting beliefs

Sustaining team performance

Exercise 14: Scarce resources

Exercise 15: Keeping going

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Probably the most famous teamwork theory is Bruce Tuckman's "team stages model". First developed in 1965, Tuckman's model is widely known as a basis for effective team building. Yet how many people really know how to use it? Below we explain Tuckman's model and offer some fresh insights on how to take it further.

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Lev Vygotsky and Social Learning Theories

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Social learning theories help us to understand how people learn in social contexts (learn from each other) and informs us on how we, as teachers, construct active learning communities. Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our interactions a…

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Group work as an incentive for learning – students’ experiences of group work

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Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work…

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On sharing personal stories and using reading circles to create strong bonds in the classroom and to help every student find their voice.

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A is for Asking. If you want people to participate, you must ask. The number one reason people cite for not volunteering: "Nobody asked."

B is for Black Hole. People are afraid that if they volunteer, they'll be sucked into a black hole of time commitment from which they can't escape. Let them know up front that your group is not a black hole. Then, make sure you honor their time constraints.

C is for Communication. Use a variety of communication tools to make sure your message gets through. Flyers and e-mails are good for communicating a date and time. Use your newsletter and Web site to let people know about your accomplishments. Invite local media to activities involving kids.

D is for Diversity. Reach out to all parents in your school, not just the ones who are easy to reach. Sponsor multicultural events. Translate parent group materials, if necessary. Organize transportation for those who need it. Your school, your group, and the kids all will benefit tremendously from broad-based parent involvement.

E is for Examine. Look closely at your activities to decide what's working and what isn't. Don't just do something because "that's what we've always done." New ideas can create new excitement for your group.

F is for Fun -don't forget about it! Some special people will dedicate their time and energy to a group because it's the right thing to do. Many, many more will participate if it's fun. Make sure your group has fun. You'll build involvement and fight burnout, too.

G is for Gradual. Introduce parents to participation in the PTO gradually. Parents who participate in family events are the most likely to become volunteers. Those who volunteer occasionally are the most likely to take on more responsibility, such as organizing an event. And those organizers are the most likely to become interested in serving as board members. Moving people from step to step takes the stress out of finding future leaders.

H is for Hour, the length to which you should limit meetings. People worry about time commitments. You have better ways for them to spend their volunteer time than at meetings, so don't hold meetings that go on all night. Use your committees to do the detail work. Limit general meetings to one hour, and limit business to finalizing the work of the committees.

I is for Invitation. The best way to get parents involved is to extend a personal invitation. People are most likely to take part in any group when they know someone who already does. Don't just send flyers home, then wonder why nobody "signed up." Create situations in which you can communicate with people one on one.

J is for Just. Don't use this word to describe your group. You are doing important work. You should know it, and others should, too. So don't think of your organization as "just a PTO." If you do, you'll have a much harder time getting others involved.

K is for Kudos. Awards, compliments, a simple thank-you. Always let people know that you appreciate their help, whether they just organized a smashing fundraiser or spent an hour selling tickets at the carnival.

L is for Leadership. Being a leader means looking beyond today. Does your group have long-term goals? How will you get there? If you want to get parents excited, share your vision and give them something to work toward.

M is for Marketing. Sing the praises of your parent group. Make sure people know what you do. When you donate an item to the school, put a plaque or sticker on it that gives you credit. When you raise money, make sure people know what it was able to buy for their kids. A little basic marketing goes a long way toward building your reputation with parents-and encouraging parent involvement.

N is for New Parents -make a special effort to reach out to them. Parents new to the school need your help. You can provide them with information about the school, teachers, schedules, and more. Reach out to them early-and individually-to give them a positive feeling about the PTO.

O is for Organization. Make sure you have bylaws. Adopt sound financial practices. Obtain an Employer Identification Number from the IRS. Incorporate. Consider applying for tax-exempt status from the IRS. Take your group seriously and others will, too.

P is for Priorities. Make parent involvement, not fundraising, your priority. Run two or three major fundraisers a year. Then concentrate on activities that get parents connected to the school. The kids, teachers and administrators, and the PTO will all benefit.

Q is for Questionnaire. Don't just ask for your volunteers' time; ask for their talents. Use a questionnaire to discover parent interests. You'll find dedicated volunteers more easily if you match skills and talents to the jobs you need done.

R is for Research -share it with parents. Research shows that students with involved parents perform better in school, score better on standardized tests, have fewer behavioral problems, are less likely to use drugs and alcohol, and go to better colleges. Make sure you get the word out!

S is for School Family Nights. These are events that get parents and kids together for a night of fun and, perhaps, learning. These events are parent involvement. They get parents connected to the school more successfully than anything else you do. Don't think of family nights as extras, and don't make them fundraisers. Schedule at least two per semester. For free kits on a variety of family nights, check out PTO Today's School Family Nights.

T is for Training. Don't give anyone, officers or volunteers, a job they're not ready for. Make sure people know what is expected of them and have the resources and knowledge to do the job. If you don't, volunteers won't return.

U is for Unite. Whenever possible, seek to unite diverse groups. Work together with teachers and administrators, parents of varying ethnic and economic groups, people with a variety of views. Make the parent group a source of strength for the school.

V is for Visibility. Be visible at all events. Set up a table at open house, registration, and school activities. Assign a board member to walk around at parent group functions; she should introduce herself and make sure people are having fun. Put a welcoming face on the PTO.

W is for Welcome, the way you should make people feel. Have a greeter at meetings to welcome newcomers and make sure they feel comfortable. Use name tags so people who don't attend often won't feel left out. Make that first experience a positive one, so people will want to come back.

X is for X-factor. The x-factor in building a successful parent group is balance. You can run a good event or fundraiser without it. But to sustain a group over the long term, you must find balance: work and fun, PTO time and personal time, fundraising and involvement events.

Y is for Year. Plan out your activities for the entire year. Use your checkbook to create a budget, so you'll know how much money you need to raise. Balance your activities throughout the year so you won't burn out your volunteers or yourself. Take the pressure off with good planning.

Z is for Zero In -on building parent involvement!
Originally posted in 2004 and updated regularly. School Family Nights® is a trademark of School Family Media®.
The best PTO advice, ideas, and inspiration delivered weekly. Don't miss it!

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26 Ways To Build Involvement - PTO Today

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A is for Asking. If you want people to participate, you must ask. The number one reason people cite for not volunteering: "Nobody asked." B is for Black Hole. People are afraid that if they volunteer, they'll be sucked into a black hole of time commitment from which they can't escape.

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Implementing Group Work in the Classroom | Centre for Teaching Excellence

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Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making sk