Possible Roles On Teams Student Teams Often Function Most

possible roles on teams student teams often function most effectively when members have designated roles. these can be instructor-determine

Possible Roles on Teams
Student teams often function most effectively when members have
designated roles. These can be instructor-determined or established by
the groups themselves, e.g., by giving teams a list such as the one
below and asking them to decide on and delegate appropriate roles
within their group.
The roles you – or your students – assign will depend on the goals of
the assignment, the size of the team, etc. They can be fixed or
rotating. Here are some possible group roles, but the list is not
exhaustive. Think creatively and come up with your own!
Facilitator: Moderates team discussion, keeps the group on task, and
distributes work.
Recorder: Takes notes summarizing team discussions and decisions, and
keeps all necessary records.
Reporter Serves as group spokesperson to the class or instructor,
summarizing the group’s activities and/or conclusions.
Timekeeper Keeps the group aware of time constraints and deadlines and
makes sure meetings start on time.
Devil’s Advocate Raises counter-arguments and (constructive)
objections, introduces alternative explanations and solutions.
Harmonizer Strives to create a harmonious and positive team atmosphere
and reach consensus (while allowing a full expression of ideas.)
Prioritizer Makes sure group focuses on most important issues and does
not get caught up in details.
Explorer Seeks to uncover new potential in situations and people
(fellow team members but also clients) and explore new areas of
inquiry.
Innovator Encourages imagination and contributes new and alternative
perspectives and ideas.
Checker Checks to make sure all group members understand the concepts
and the group’s conclusions.
Runner Gets needed materials and is the liaison between groups and
between their group and the instructor.
Wildcard Assumes the role of any missing member and fills in wherever
needed.
These roles are adapted from lists in:
Barkley, E.F., Cross, K.P., & Major, C.H. (2005). Collaborative
learning techniques. San Francisco: Jossey-Bass.
Johnson, D. W., Johnson, R. T., and Smith, K. (1991). Cooperative
learning: Increasing college faculty instructional productivity
(ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George
Washington University, School of Education and Human Development.
Millis, B. J., and Cottell, P. G., Jr. (1998). Cooperative learning
for higher education faculty. American Council on Education, Series on
Higher Education. The Oryx Press, Phoenix, AZ.
Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work"
In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning
in college classes: A range of options for faculty, New Directions for
Teaching and Learning No. 67.