Group Activities
using Principles of Universal Instructional Design (UID)

Instructional materials and activities should	KEY CONCERNS WHEN STRUCTURING GROUP ACTIVITIES
be accessible and fair.	How do you assign groups? How do you assess individual performance?
be straightforward and consistent.	How do groups establish their own expectations?
provide flexibility in use, participation and presentation.	Is there flexibility within the group?
be explicitly presented and readily perceived.	What is the process for intra-groupcommunications?
provide a supportive learning environment.	How do you encourage groupdynamics, so that it exhibits patience and tolerance?
minimize unnecessary physical effort or requirements.	Does the group work well also for individual students with disabilities or differing life circumstances?
ensure a learning space that accommodates both students and instructional methods.	Are there other factors, such ascultural sensitivities, that must be considered (for example, inter-gender, meeting at homes, etc.)?

Top 10 Tips

Consider these principles in terms of physical space and the overall student experience.
Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?
Make yourself available in a variety of ways, for example face-to-face and through email.
Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.
Ask students for ideas.
Discuss UID and your role with other instructors.
Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.
Ask other instructors what they are doing.
Attend Professional Development conferences and workshops.
Never stop your own learning.


	Teaching Support Services • Day Hall, University of Guelph, Guelph, Ontario, Canada N1G 2W1 • 519 824-4120 x52973 • Fax 821-8530