Assigning Roles
Many teachers find that assigning students’ particular roles is an effective way to structure group work. Sometimes certain students tend to assume too much responsibility for the groups’ work, while other students may be reluctant to contribute to the group’s activities. Assigning roles helps distribute responsibility among group members and ensures accountability for all students’ participation. As students practice different roles, they have the opportunity to develop a variety of skills.
Step one: Decide which roles are needed for the task
The roles most often needed for group work include facilitator, recorder, presenter and timekeeper. For ideas about other roles, see variations.
Step two: Provide clear expectations for each role
When you first introduce roles, provide clear instructions for the responsibilities that come with each assignment. You might want to make lists of what it looks like when the role is performed well and when it is not performed well.
Step three: Debrief and/or evaluate
In writing or through a discussion, ask students to reflect on their experiences working in groups. Which roles do they feel most comfortable in? Which are most challenging for them? Students may also have ideas about new roles that should be assigned.
In addition to the roles listed above, you might consider assigning these roles:
- Checker: checks for completion of assignments and ensures everyone is following the group norms.
- Summarizer: provides a written or oral summary to the teacher about what was accomplished by the group.
- Artist: creates any artwork required by the task.
- Vocabulary helper: defines new words for the group
