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Effective Team Roles for Students

Student teams often function best when members take on designated roles to distribute work and responsibilities. The document lists possible roles like facilitator, recorder, reporter, timekeeper, devil's advocate, harmonizer, prioritizer, explorer, innovator, checker, runner, and wildcard. The roles assigned will depend on factors like the assignment goals and team size. Roles can be either fixed or rotating.

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9 views2 pages

Effective Team Roles for Students

Student teams often function best when members take on designated roles to distribute work and responsibilities. The document lists possible roles like facilitator, recorder, reporter, timekeeper, devil's advocate, harmonizer, prioritizer, explorer, innovator, checker, runner, and wildcard. The roles assigned will depend on factors like the assignment goals and team size. Roles can be either fixed or rotating.

Uploaded by

spoofer_buster
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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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: Recorder: Reporter Moderates team discussion, keeps the group on task, and distributes work. Takes notes summarizing team discussions and decisions, and keeps all necessary records. Serves as group spokesperson to the class or instructor, summarizing the groups activities and/or conclusions. Keeps the group aware of time constraints and deadlines and makes sure meetings start on time.

Timekeeper

Devils 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.) Makes sure group focuses on most important issues and does not get caught up in details. Seeks to uncover new potential in situations and people (fellow team members but also clients) and explore new areas of inquiry. Encourages imagination and contributes new and alternative perspectives and ideas.

Prioritizer

Explorer

Innovator

Checker Runner Wildcard

Checks to make sure all group members understand the concepts and the groups conclusions. Gets needed materials and is the liaison between groups and between their group and the instructor. 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 (ASHEERIC 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.

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