Team Formation and Roles

Criteria for forming heterogeneous and effective groups.

Cooperative learning is the driving force of PBL, and the formation of work teams should not be left to chance or to the simple friendly affinity of the students.

To ensure the development of social competencies and optimal performance, the formation of heterogeneous groups is suggested.

This implies mixing students with different levels of academic performance, different skills (some more analytical, others more creative) and diverse personality profiles.

Diversity enriches the final solution and simulates real work environments, where one must collaborate with very different people.

An effective strategy for grouping can be based on previously identified common interests (e.g., grouping those who showed interest in technology, or art, or ecology) or through teacher-controlled random dynamics.

The ideal size usually ranges from three to five members; larger groups facilitate dispersion and "social loafing," while smaller groups may lack the diversity needed to address the complexity of the project.

Assigning individual roles and responsibilities

To avoid organizational chaos and ensure that all team members contribute equitably, defining and assigning specific roles is critical.

These are not honorific titles, but clear operational responsibilities that guarantee the functioning of the group gear.

Examples of functional roles may be: the coordinator (manages time and shifts), the secretary (records agreements), the researcher (leads the search for sources) or the spokesperson (communicates progress).

These roles can be rotated so that all students experience different types of leadership and responsibility.

It is crucial that each student understands what is expected of him or her within his or her role, as this fosters positive interdependence: the success of the team depends on each individual playing his or her part.

The teacher must oversee that this structure is respected, stepping in to mediate if one student tries to hog all the roles or if another shirks his or her duties.

Summary

Cooperative learning requires forming heterogeneous groups that mix different academic levels, abilities and personalities. Diversity enriches the final solution and simulates real work environments.

It is critical to assign specific roles such as coordinator, secretary or spokesperson to ensure that everyone contributes equally. These titles give clear operational responsibilities that ensure group functioning.

The teacher should oversee that this structure is respected, intervening only to mediate conflicts. The success of the team depends on positive interdependence and individual commitment.