Paper Summary:

The paper looks at group learning theory as articulated in the work of Lewin and Deutsch and as summarized by D.W. Johnson. The paper notes the potential pitfalls of group activities for talented students and presents a rebuttal to this criticism. Thereafter, the paper looks at how, while potentially encouraging equal and diverse contributions from all members, group learning can push weaker or less-assertive individuals to the margins; the paper then provides a defense against this criticism by noting the role of facilitators. Additionally, the paper discusses the common argument that group learning boosts personal accountability; this section will proceed to underscore the possible problems for this argument as well as a resolution of those problems. In the end, the paper shows how social interaction can greatly advance learning - as long as strong classroom management and strong facilitation is present.

From the Paper:

"The following paper will look at how group collaboration and social interaction impacts classroom learning. The paper will commence by looking at group learning theory as articulated in the work of Lewin and Deutsch and as summarized by D.W. Johnson. The paper will note the potential pit-falls of group activities for talented students and will present a rebuttal to this criticism. Thereafter, the paper will look at how, while potentially encouraging equal and diverse contributions from all members, group learning can push weaker or less-assertive individuals to the..."

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