After working through the conflicts of the storming phase, the group adapts norms which may be different than those originally proposed in the forming phase. The group is more comfortable with these norms since they have had a chance to air their views on how things should be run. These norms might include:
Assignment of roles
Development of group "ground rules"
List some roles that would be helpful in organizing a group of students tasked to work together for the duration of a course. Should the roles be static or vary from session to session or week to week?
Check
Possible roles include:
Discussion leader (keeps group on track)
Record keeper (records assignments, strategies, unresolved issues, data; keeps group record sheets)
Reporter (makes sure all agree on plan/action/report; writes up assignment)
Accuracy coach (probes for group understanding; locates resources and brings them to class)
Skeptic (challenges group consensus; checks for alternate ideas)
Timekeeper (checks for timing of discussion of the probem; alerts discussion leader when group needs to switch activities)
Reflector/summarizer (summarizes progress of the group; checks for involvement of all group members)
Taking on defined roles helps students to be accountable for their contribution to the group. It is important to rotate the roles amongst the group members so that everyone has a chance to play all roles. At the end of the course, peer evaluation allows students to assess the performance of each team member. (Adapted from online material written by Barbara Duch, Math/Science Education Resource Center at the University of Delaware)
Close
Think about the ground rules you would like your group to adopt. Areas to consider could include: attendance, punctuality, preparation, reliability and communication. Create a list of suggested ground rules and post these on your team discussion board. Each team should come to a consensus on the expected ground rules for the duration of the course. These should be emailed to the course director with a cc to all team members. The ground rules should be referenced when peer evaluation is completed at the end of the course.
Performing
The atmosphere becomes more informal as each group member now knows their job and is comfortable in that role. Each person has opportunity to contribute and is comfortable offering their expertise and experience to the group. The group's goals are clear to everyone (though they will still need to be restated often or they may be forgotten!) People are not afraid to disagree, nor are differences of opinion taken personally.
Adjourning
At the close of the project, term or course, the group no longer serves the purpose for which it was formed and so it adjourns. You may want to share a last "meeting" over food and drinks; do something more fun and informal than your usual sessions.
